Resumo

FAVERO, Altair Alberto  e  TAUCHEN, Gionara. Epistemologia da complexidade e didática complexa: princípios e desafios. Educação e Filosofia [online]. 2013, vol.27, n.53, pp.175-192. ISSN 1982-596X.

Every and any kind of didactics has an underlying epistemology, and its identification or taxonomy enables us to design reading keys to comprehend certain tensioning produced on the way we teach and/or learn. In the present study, using the hermeneutical style (GADAMER, 2008), we attempted to understand the epistemology of complexity and their consequences for didactical processes. First, we analyzed the limitations of the epistemology of simplification, which characterizes most of modern didactic thinking, and the emergency of epistemology of complexity. Subsequently, we investigated the principles of systemic and organizational complexity, hologramatics, recursive organization, dialogics, self-organization and reintroduction of cognoscent subject - and finally, analyzed the consequences for the didactics in a complex perspective.

Palavras-chave : Epistemology; Complexity; Didactics.

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