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Contrapontos

versión On-line ISSN 1984-7114

Resumen

MARTINAZZO, Celso José. A construção de conhecimentos pertinentes na educação escolar com base no paradigma da complexidade. Contrapontos [online]. 2007, vol.07, n.02, pp.347-363. ISSN 1984-7114.

In this study we investigate the importance of the principles and categories of the paradigm of complexity for the construction of relevant knowledge in school education. The discussions and reflections on the possibilities of addressing complex thinking, in any field of systemized knowledge, are only at its beginning. Although these reflections appear to be restricted to groups of specialized researchers, interesting studies also begin to emerge, albeit in incipient form, in the field of the school education, the teaching-learning process, pedagogical practices, and academic research. Stimulated by this challenge, we delve deeper into this reflection. Our objective is to detect some points for linking the premises of Edgar Morin’s complexity theory with school education, aiming to produce relevant knowledge that will enable a better understanding of the world. School education based on the complex concept of reality, can promote the production of relevant knowledge, where professors and students learn to situate themselves and to understand themselves in the universe where they live, coexist and act, in order to construct an individual identity, an identity of the species and of the society in a world of planetary proportions.

Palabras clave : School Education; Complexity Theory; Relevant Knowledge.

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