Complexity and schooling: plotting tension

Detalhes bibliográficos
Autor(a) principal: Pires, Celina Saideles
Data de Publicação: 2020
Outros Autores: Rigue, Fernanda Monteiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/9163
Resumo: The present study stresses the possibility of developing complex looks, postures and actions in the midst of schooling instances - especially with regard to the exercise of teaching. It carries out a qualitative bibliographic review (André, 2013), where the thought of Edgar Morin's Theory of Complexity (2000, 2005, 2014, 2015) is highlighted, as well as the studies of schooling in Corrêa (2006), Corrêa and Preve (2011) and Rigue (2017, 2020). It results from the research effort the understanding that the guarantees of schooling (De la fare & Corrêa, 2015), which are around the way the school institution works, hinder the development of a complex look and posture that could potentially enhance the understanding of more meaningful learning in terms of student training. Therefore, it is a great challenge to implement premises and broader understandings of Complexity Theory in school environments, when it comes to school education in Brazil.
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spelling Complexity and schooling: plotting tensionComplejidad y escolaridad: trazando tensiónComplexidade e escolarização: tramando tensionamentos SchoolingComplexityTeaching.EscolaridadComplejidadDocencia.EscolarizaçãoComplexidadeDocência.The present study stresses the possibility of developing complex looks, postures and actions in the midst of schooling instances - especially with regard to the exercise of teaching. It carries out a qualitative bibliographic review (André, 2013), where the thought of Edgar Morin's Theory of Complexity (2000, 2005, 2014, 2015) is highlighted, as well as the studies of schooling in Corrêa (2006), Corrêa and Preve (2011) and Rigue (2017, 2020). It results from the research effort the understanding that the guarantees of schooling (De la fare & Corrêa, 2015), which are around the way the school institution works, hinder the development of a complex look and posture that could potentially enhance the understanding of more meaningful learning in terms of student training. Therefore, it is a great challenge to implement premises and broader understandings of Complexity Theory in school environments, when it comes to school education in Brazil.El presente estudio destaca la posibilidad de desarrollar miradas, posturas y acciones complejas en medio de instancias de escolarización, especialmente en lo que respecta al ejercicio de la docencia. Se realiza una revisión bibliográfica cualitativa (André, 2013), donde se destaca el pensamiento de la Teoría de la Complejidad de Edgar Morin (2000, 2005, 2014, 2015), así como los estudios de escolarización en Corrêa (2006), Corrêa y Preve. (2011) y Rigue (2017, 2020). Resulta del esfuerzo de investigación el entendimiento de que las garantías de escolarización (De la fare & Corrêa, 2015), que giran en torno al funcionamiento de la institución escolar, dificultan el desarrollo de una mirada y una postura complejas que potencialmente podrían potenciar la comprensión de un aprendizaje más significativo en términos de formación de los estudiantes. Por lo tanto, es un gran desafío implementar premisas y comprensiones más amplias de la Teoría de la Complejidad en los entornos escolares, cuando se trata de la educación escolar en Brasil.O presente estudo tensiona a possibilidade do desenvolvimento de olhares, posturas e ações complexas em meio a instâncias escolarizantes - principalmente no que tange ao exercício da docência. Realiza uma revisão bibliográfica de caráter qualitativo (André, 2013), onde toma relevo o pensamento da Teoria da Complexidade de Edgar Morin (2000, 2005, 2014, 2015), bem como os estudos da escolarização em Corrêa (2006), Corrêa e Preve (2011) e Rigue (2017, 2020). Resulta do empenho de investigação a compreensão de que as garantias da escolarização (De la fare & Corrêa, 2015), que estão no entorno do modo como funciona a instituição escolar, dificultam o desenvolvimento de um olhar e postura complexa que poderia vir a potencializar a compreensão de uma aprendizagem mais significativa no que tange a formação dos estudantes. Sendo, portanto, um grande desafio a implementação de premissas e compreensões mais amplas da Teoria da Complexidade nos ambientes escolares, quando se trata da educação escolar no Brasil.Research, Society and Development2020-10-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/916310.33448/rsd-v9i10.9163Research, Society and Development; Vol. 9 No. 10; e6909109163Research, Society and Development; Vol. 9 Núm. 10; e6909109163Research, Society and Development; v. 9 n. 10; e69091091632525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/9163/8086Copyright (c) 2020 Celina Saideles Pires; Fernanda Monteiro Riguehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPires, Celina SaidelesRigue, Fernanda Monteiro 2020-10-31T12:03:23Zoai:ojs.pkp.sfu.ca:article/9163Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:31:29.120054Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Complexity and schooling: plotting tension
Complejidad y escolaridad: trazando tensión
Complexidade e escolarização: tramando tensionamentos
title Complexity and schooling: plotting tension
spellingShingle Complexity and schooling: plotting tension
Pires, Celina Saideles
Schooling
Complexity
Teaching.
Escolaridad
Complejidad
Docencia.
Escolarização
Complexidade
Docência.
title_short Complexity and schooling: plotting tension
title_full Complexity and schooling: plotting tension
title_fullStr Complexity and schooling: plotting tension
title_full_unstemmed Complexity and schooling: plotting tension
title_sort Complexity and schooling: plotting tension
author Pires, Celina Saideles
author_facet Pires, Celina Saideles
Rigue, Fernanda Monteiro
author_role author
author2 Rigue, Fernanda Monteiro
author2_role author
dc.contributor.author.fl_str_mv Pires, Celina Saideles
Rigue, Fernanda Monteiro
dc.subject.por.fl_str_mv Schooling
Complexity
Teaching.
Escolaridad
Complejidad
Docencia.
Escolarização
Complexidade
Docência.
topic Schooling
Complexity
Teaching.
Escolaridad
Complejidad
Docencia.
Escolarização
Complexidade
Docência.
description The present study stresses the possibility of developing complex looks, postures and actions in the midst of schooling instances - especially with regard to the exercise of teaching. It carries out a qualitative bibliographic review (André, 2013), where the thought of Edgar Morin's Theory of Complexity (2000, 2005, 2014, 2015) is highlighted, as well as the studies of schooling in Corrêa (2006), Corrêa and Preve (2011) and Rigue (2017, 2020). It results from the research effort the understanding that the guarantees of schooling (De la fare & Corrêa, 2015), which are around the way the school institution works, hinder the development of a complex look and posture that could potentially enhance the understanding of more meaningful learning in terms of student training. Therefore, it is a great challenge to implement premises and broader understandings of Complexity Theory in school environments, when it comes to school education in Brazil.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/9163
10.33448/rsd-v9i10.9163
url https://rsdjournal.org/index.php/rsd/article/view/9163
identifier_str_mv 10.33448/rsd-v9i10.9163
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/9163/8086
dc.rights.driver.fl_str_mv Copyright (c) 2020 Celina Saideles Pires; Fernanda Monteiro Rigue
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Celina Saideles Pires; Fernanda Monteiro Rigue
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 10; e6909109163
Research, Society and Development; Vol. 9 Núm. 10; e6909109163
Research, Society and Development; v. 9 n. 10; e6909109163
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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