Online teaching training in the light of the complexity paradigm

• Autor(a) principal: Oliveira, Tatiana Laiz Freitas da Fonseca
• Data de Publicação: 2020
• Outros Autores: Behrens, Marilda Aparecida, Prigol, Edna Liz
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/13065
• topic: Paradigm of complexity; On-line teacher training; Teach the human condition.; Paradigma de la complejidad; Formación docente en línea; Enseñar la condición humana.; Paradigma da complexidade; Formação docente on-line; Ensinar a condição humana.

The paradigmatic change subsidized by Morin's Theory of Complexity (2000) may come to support an education that will meet the desires required in teaching at different levels of education. The vision of complexity is projected in “seven knowledge necessary for education in the 20th century” (MORIN, 2000). In this research, it was decided to analyze the contributions presented by the teachers involved with regard to the third knowledge “teaching the human condition”. The investigation started from the proposal of an on-line training, carried out by the research group, on the development of complex thinking in teacher training. The qualitative approach methodology, of the action-research type, counted on the participation of 25 Mathematics teachers, through the offer of an on-line pedagogical training course, structured in seven modules on the seven knowledges. We chose as a problem: what are the contributions of participating teachers with the on-line course structured in the seven Knowledge of Education of the Future by Edgar Morin? Identify the constructs of the participants of the course on the Seven Knowledge of Edgar Morin with a focus on the third knowledge "Teaching the human condition", to seek to overcome the conservative view in teaching. The contributions of the participating teachers, based on their knowledge, their teaching experiences and their participation in the on-line course, made it possible to identify the relevance of the paradigmatic change in teaching and that it becomes necessary to expand spaces for the reflections of teachers in continuing education processes on the subject. complex thinking and the acceptance of teaching the human condition in the educational environment.