<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000300979</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Complexidade: Paradigma ou Epistemologia? Kuhn e Morin para além da terminologia refletindo sobre contribuições educacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Complexity: Paradigm or Epistemology? Kuhn and Morin beyond terminology reflecting on educational contributions]]></article-title>
<article-title xml:lang="es"><![CDATA[Complejidad: ¿paradigma o epistemología? Kuhn y Morin más allá de la terminología reflexionar sobre las aportaciones pedagógicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Maximina M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petraglia]]></surname>
<given-names><![CDATA[Izabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>78</numero>
<fpage>979</fpage>
<lpage>995</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000300979&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000300979&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000300979&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Paradigma e epistemologia são conceitos recorrentemente citados por estudiosos e pesquisadores que debatem a via da complexidade, dividindo-lhes a opinião sobre que concepção melhor se relaciona e mais adequadamente reflete a noção complexa em sua caraterização mais essencial. Neste artigo, temos como objetivo refletir sobre essa questão terminológica, buscando distinguir o termo que, em nossa opinião, melhor defina os princípios fundantes da complexidade, revelando seus propósitos e características. Partindo de uma discussão sobre o conceito de paradigma e suas implicações, exploramos os matizes do que se denomina evolução paradigmática, para chegar à concepção de epistemologia e delinear suas contribuições à visão de complexidade sob o enfoque moriniano. Além disso, refletimos sobre uma reforma do pensamento e da educação que, indicadoras de metamorfoses, possam levar à esperança da transparadigmatologia. Ao longo de nossa discussão, encaminhamos nossas considerações para as contribuições dessa argumentação para o processo ensino-aprendizagem e a formação docente. De modo sucinto, promovemos um exercício de compreensão do próprio processo de conhecimento à luz do pensamento complexo, com base em Edgar Morin, em direção a um metaponto de vista, que se justifique pela compreensão do inacabamento do todo, como contribuição às ciências da Educação e da Linguística Aplicada, entre outras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Paradigm and epistemology are concepts recurrently cited by scholars and researchers who debate the path of complexity, dividing opinions on which conception best relates to and most adequately reflects the complex notion in its most essential characterization. In this article, we aim to reflect on this terminological issue, trying to distinguish the term that, for us, best defines the founding principles of complexity, revealing its purposes and characteristics. Starting with a discussion about the concept of paradigm and its implications, we explore the nuances of what is called paradigmatic evolution, to arrive at the concept of epistemology and delineate its contributions to the view of complexity from a Morinian perspective. Moreover, we reflect on a reform of thought and education that, meaning metamorphosis, can lead us to the expectation of a transparadigmatology. Throughout our discussion, we direct considerations to the contributions of this argumentation to the teaching-learning process and to teacher education. Briefly, we promote an exercise in understanding the knowledge process itself in the light of complex thinking, based on Edgar Morin, towards a meta-point of view, which is justified by the understanding of the incompleteness of the whole, as a contribution to the sciences of Education and Applied Linguistics, among others.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Paradigma y epistemología son conceptos citados recurrentemente por estudiosos e investigadores que debaten sobre el camino de la complejidad, dividiendo las opiniones sobre qué concepción se relaciona mejor y refleja más adecuadamente la noción compleja en su caracterización más esencial. En este artículo, pretendemos reflexionar sobre esta cuestión terminológica, tratando de distinguir el término que, en nuestra opinión, mejor define los principios fundadores de la complejidad, revelando sus propósitos y características. A partir de una discusión del concepto de paradigma y sus implicaciones, exploramos los matices de lo que se denomina evolución paradigmática, para llegar al concepto de epistemología y delinear sus aportes a la visión de la complejidad desde un enfoque moriniano. Además, reflexionamos sobre una reforma del pensamiento y de la educación que, indicativa de metamorfosis, puede conducir a la esperanza de una transparadigmatología. A lo largo de nuestra discusión, dirigimos nuestras consideraciones a las contribuciones de esta argumentación al proceso de enseñanza-aprendizaje y a la formación de profesores. De manera sucinta, intentamos aquí promover un ejercicio de comprensión del proceso de conocimiento a la luz del pensamiento complejo, a partir de Edgar Morin, hacia un metapunto de vista, que se justifica por la comprensión de lo inacabado del todo, como contribución a las ciencias de la Educación y de la Lingüística Aplicada, entre otras.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paradigma]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Transparadigmatologia]]></kwd>
<kwd lng="pt"><![CDATA[Thomas Kuhn]]></kwd>
<kwd lng="pt"><![CDATA[Edgar Morin.]]></kwd>
<kwd lng="en"><![CDATA[Paradigm]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Transparadigmatology]]></kwd>
<kwd lng="en"><![CDATA[Thomas Kuhn]]></kwd>
<kwd lng="en"><![CDATA[Edgar Morin.]]></kwd>
<kwd lng="es"><![CDATA[Paradigma]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Transparadigmatologia]]></kwd>
<kwd lng="es"><![CDATA[Thomas Kuhn]]></kwd>
<kwd lng="es"><![CDATA[Edgar Morin.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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