<?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>S1981-416x2023000301014</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pressupostos epistemológicos da complexidade: subsídios da formação de professores da educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological assumptions of complexity: subsidies for the training of basic education teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Supuestos epistemológicos de la complejidad: subsidios para la formación de profesores de educación primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Strieder]]></surname>
<given-names><![CDATA[Roque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tedesco]]></surname>
<given-names><![CDATA[Anderson Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lacerda]]></surname>
<given-names><![CDATA[Tiago Eurico de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Tunápolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></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>1014</fpage>
<lpage>1031</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As ciências da educação, ao persistirem optando por percursos metodológicos e pedagógicos tradicionais, firmam a lógica presente nos paradigmas de ordem mecanicista, por isso acabam por criar condições para uma anestesia das relações sistêmicas e de conexões planetárias. Ao executar o conhecimento dessa forma, passam a agir de maneira disruptiva e simplificadora. Assim sendo, este artigo, compreendido como estudo teórico qualitativo e bibliográfico, tem como objetivo compreender os subsídios epistêmicos do paradigma da complexidade capazes de assegurarem uma formação de professores da educação básica compromissados com uma formação humanizadora, sistêmica e planetária. Está-se envolto em paradigmas que afastam os indivíduos de uma educação cônscia de que tudo está interconectado de forma sistêmica e que suas ações estão ligadas em redes de interdependência mundial. Por isso, sonha-se uma educação como trama de enredamentos e conexões abertas no qual tudo o que se pensa e se faz seja no esteio de uma ética e (co)responsabilidade planetária. Uma possibilidade para criar sensibilidades para reconhecer, em cada ser humano, sua singularidade, sua identidade e legitimidade em todo e qualquer domínio existencial e nicho ecológico vital em âmbito planetário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Educational sciences, by persisting in opting for traditional methodological and pedagogical paths, establish the logic present in mechanistic paradigms, and therefore they end up creating conditions for an anesthesia of systemic relations and planetary connections. By executing knowledge in this way, they begin to act in a disruptive and simplifying way. Therefore, this article, understood as a qualitative and bibliographic theoretical study, aims to understand the epistemic subsidies of the complexity paradigm capable of ensuring the training of basic education teachers committed to a humanizing, systemic and planetary formation. One is involved in paradigms that distance individuals from a conscious education that everything is interconnected in a systemic way and that their actions are linked in networks of global interdependence. For this reason, education is dreamed of as a web of entanglements and open connections in which everything that is thought and done is based on ethics and planetary (co)responsibility. A possibility to create sensibilities to recognize, in each human being, their uniqueness, their identity and legitimacy in each and every existential domain and vital ecological niche in the planetary scope.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las ciencias de la educación, al persistir en optar por caminos metodológicos y pedagógicos tradicionales, establecen la lógica presente en los paradigmas de orden mecanicista, por eso, terminan creando condiciones para una anestesia de relaciones sistémicas y de conexiones planetarias. Al ejecutar el conocimiento de esta forma, pasan a actuar de manera disruptiva y simplificadora. Siendo así, este artículo, entendido como un estudio teórico cualitativo y bibliográfico, tiene como objetivo comprender los subsidios epistémicos del paradigma de la complejidad capaces de asegurar la formación de docentes de educación primaria comprometidos con una formación humanizadora, sistémica y planetaria. Está envuelto en paradigmas que alejan a los individuos de una educación consciente de que todo está interconectado de manera sistémica y que sus acciones están vinculadas en redes de interdependencia global. Por eso, se sueña una educación como una red de enredos y conexiones abiertas en la que todo lo que se piensa y se hace se fundamenta en la ética y la (cor)responsabilidad planetaria. Una posibilidad de crear sensibilidades para reconocer, en cada ser humano, su singularidad, su identidad y legitimidad en todo y cualquier dominio existencial y nichos ecológicos vitales en el ámbito planetário.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores.]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training.]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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