<?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>S1981-416x2023000301072</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fundamentação epistemológica do paradigma da complexidade e a dialogia com a formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Epistemological foundation of the complexity paradigm and dialogue with teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Fundamento epistemológico del paradigma de la complejidad y diálogo con la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Paulo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[Sorocaba 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>1072</fpage>
<lpage>1086</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é o de discutir a fundamentação epistemológica do paradigma da complexidade, a partir da contribuição de Edgar Morin e a dialogia com a formação de professores. Esta perspectiva defende que Esta perspectiva entende que a humanidade e o conhecimento são eixos indissociáveis, visto possuírem estruturas complexas multidimensionais que se ligam e se religam em uma totalidade (todo-parte-todo). Neste contexto o sujeito cognoscente não é excluído do que conhece, pois também está ligado ao objeto do conhecimento. Para Morin, o paradigma da complexidade rompe com a perspectiva de fragmentação do conhecimento, do mundo e da humanidade, conquanto, aquilo que se "vive", que "vê" e o que se ressignifica são elementos multidimensionais e interdependentes numa relação de totalidade. Nessa diretriz, a dialogia com a formação de professores, além de possível, encampa o compromisso de entender e viver a educação como fenômeno multidimensional que não dissocia os sujeitos de suas formas de intervenção no real.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to discuss the epistemological foundation of the paradigm of complexity, based on the contribution of Edgar Morin and the dialogue with teacher education. This perspective argues that being (man) and knowledge (knowledge) are inseparable elements that have complex multidimensional structures that bind and reconnect holistically (physical, biological, cerebral, mental, psychological, cultural, social), that is, "without excluding the one who knows from his own knowledge." The main objective of Edgar Morin, in proposing the paradigm of complexity, is to draw attention to the need to change the perspective of a world that "lives" and "sees" the real in a fragmented way, dissociating the parts of the whole as if they were independent elements. In this guideline, the dialogue with the training of teachers, besides being possible, embraces the commitment to understand and live education as a multidimensional phenomenon that does not dissociate the subjects from their forms of intervention in the real.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es discutir el fundamento epistemológico del paradigma de la complejidad, basado en la contribución de Edgar Morin y el diálogo con la formación docente. Esta perspectiva sostiene que el ser (hombre) y el conocimiento (conocimiento) son elementos inseparables que tienen estructuras multidimensionales complejas que se unen y reconectan holísticamente (física, biológica, cerebral, mental, psicológica, cultural, social), es decir, "sin excluir al que sabe de su propio conocimiento". El objetivo principal de Edgar Morin, al proponer el paradigma de la complejidad, es llamar la atención sobre la necesidad de cambiar la perspectiva de un mundo que "vive" y "ve" lo real de manera fragmentada, disociando las partes del todo como si fueran elementos independientes. En esta guía, el diálogo con la formación de docentes, además de ser posible, abarca el compromiso de comprender y vivir la educación como un fenómeno multidimensional que no disocia a los sujetos de sus formas de intervención en lo real.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paradigma da complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Edgar Morin]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores.]]></kwd>
<kwd lng="en"><![CDATA[Paradigm of complexity]]></kwd>
<kwd lng="en"><![CDATA[Edgar Morin]]></kwd>
<kwd lng="en"><![CDATA[Teacher education.]]></kwd>
<kwd lng="es"><![CDATA[Paradigma de la complejidad]]></kwd>
<kwd lng="es"><![CDATA[Edgar Morin]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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