<?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>S1981-416x2023000301115</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.078.ds10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O direito à educação sob os pressupostos teóricos do pensamento complexo: contribuições para a docência]]></article-title>
<article-title xml:lang="en"><![CDATA[The right to education under the theoretical Assumptions of complex thought: contributions to teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[El derecho a la educación bajo los supuestos teóricos del pensamiento complejo: contribuciones para la docencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Ricardo Antunes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Rosana de Sousa Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></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>1115</fpage>
<lpage>1134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000301115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000301115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000301115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é indicar as possibilidades de reflexão sobre o direito à educação nos processos de formação inicial e continuada de professores, fundamentado no pensamento complexo. Após um cotejamento inicial, optamos por concentrar nossa análise na Base Nacional Comum Curricular (BNCC) (BRASIL, 2018), uma vez que os conceitos e posições desse documento estão alinhados com as Diretrizes Curriculares Nacionais (DCNs) (BRASIL, 2010). Para embasar nossos procedimentos, utilizamos as obras de Morin (2000, 2001 e 2002), que tratam dos conceitos de indivíduo, humanidade e natureza humana. Consideramos que o conceito de direito à educação presente nos documentos legais mencionados demanda uma compreensão complexa do indivíduo como interdependente em uma rede de interações, ampliando assim a visão sobre o direito à educação, a formação de professores e o pertencimento à sociedade. O direito social à educação deve levar em consideração as múltiplas dimensões da vida e suas complexas relações, reconhecendo a interconexão para promover processos educativos que favoreçam a solidariedade, a cooperação e o diálogo entre indivíduos e grupos sociais, contribuindo para a construção da Democracia. Os pressupostos teóricos do pensamento complexo podem colaborar para a produção de um conhecimento relevante sobre o direito à educação e um conhecimento que estabeleça conexões entre os saberes, compreendendo o indivíduo e o social de forma multidimensional, buscando uma nova postura epistemológica na formação inicial e continuada de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this article is to indicate the possibilities for reflecting on the right to education in the processes of initial and continuing teacher education, based on complex thinking. After an initial comparison, we have chosen to focus our analysis on the National Common Curricular Base (BNCC) (BRASIL, 2018), since the concepts and positions in this document are aligned with the National Curriculum Guidelines (DCNs) (BRASIL, 2010). To support our procedures, we have used the works of Morin (2000, 2001, and 2002), which address the concepts of the individual, humanity, and human nature. We consider that the concept of the right to education present in the mentioned legal documents demands a complex understanding of the individual as interdependent in a network of interactions, thus expanding the vision of the right to education, teacher education, and belonging to society. The social right to education should take into consideration the multiple dimensions of life and their complex relationships, recognizing the interconnection to promote educational processes that foster solidarity, cooperation, and dialogue among individuals and social groups, contributing to the construction of democracy. The theoretical assumptions of complex thinking can contribute to the production of relevant knowledge about the right to education and knowledge that establishes connections between knowledges, understanding the individual and the social in a multidimensional way, seeking a new epistemological stance in initial and continuing teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es indicar las posibilidades de reflexión sobre el derecho a la educación en los procesos de formación inicial y continua de docentes, fundamentado en el pensamiento complejo. Después de una comparación inicial, hemos optado por centrar nuestro análisis en la Base Nacional Común Curricular (BNCC) (BRASIL, 2018), dado que los conceptos y posiciones de este documento están alineados con las Directrices Curriculares Nacionales (DCNs) (BRASIL, 2010). Para respaldar nuestros procedimientos, hemos utilizado las obras de Morin (2000, 2001 y 2002), las cuales tratan sobre los conceptos de individuo, humanidad y naturaleza humana. Consideramos que el concepto de derecho a la educación presente en los documentos legales mencionados demandas una comprensión compleja del individuo como interdependiente en una red de interacciones, ampliando así la visión sobre el derecho a la educación, la formación docente y la pertenencia a la sociedad. El derecho social a la educación debe tener en cuenta las múltiples dimensiones de la vida y sus complejas relaciones, reconociendo la interconexión para promover procesos educativos que fomenten la solidaridad, la cooperación y el diálogo entre individuos y grupos sociales, contribuyendo a la construcción de la democracia. Los supuestos teóricos del pensamiento complejo pueden colaborar en la producción de un conocimiento relevante sobre el derecho a la educación y un conocimiento que establezca conexiones entre los saberes, comprendiendo al individuo y lo social de manera multidimensional, buscando una nueva postura epistemológica en la formación inicial y continua de docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Direito à]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Complexo.]]></kwd>
<kwd lng="en"><![CDATA[Right to Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Complex Thinking.]]></kwd>
<kwd lng="es"><![CDATA[Derecho a la Educación]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Complejo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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