Resumo

MARTINS, Ana Patrícia Sá  e  VILANOVA-CAMPELO, Regina. Become a teacher-researcher: the complexity in the decolonization of teacher training. Rev. Diálogo Educ. [online]. 2023, vol.23, n.78, pp.1228-1240.  Epub 04-Out-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.078.ds17.

The various demands involved in the performance and training of teachers have driven the development of research in different areas of knowledge, seeking to (de)build and de(de)colonize training paradigms. In this sense, the present investigation aims to analyze how the fundamentals postulated by Edgar Morin, in his theory of complexity, can contribute to de(s)colonialization in the (trans) formation of teachers, when presenting their technical and technological educational products (PTTE). Thus, the article is based on a qualitative research approach, organized from a bibliographical and documentary study, which investigated the PTTE of graduates of a professional master's degree, located in the northern region of the state of Maranhão, seeking to show how such proposals reveal indicators of decoloniality when considering the complexity of the human being as a guiding element in the formative process of becoming a teacher-researcher.

Palavras-chave : Teacher training; Complexity; Decoloniality..

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