Resumo

JORG, Ton; DAVIS, Brent  e  NICKMANS, Goele. Hacia una nueva ciencia de la complejidad en el aprendizaje y la educación. Propuesta educativa (Online) [online]. 2017, n.47, pp.38-53. ISSN 1995-7785.

Education and learning are going through a crisis and current paradigms in the science of education can not adequately solve the problems we find ourselves with in pedagogical practice. The current paradigms in the field of education are based on physicalism or linear thinking; they neglect the inherent complexity of educational reality and, therefore, are unable to understand it deeply. To overcome this crisis in education is necessary to recognize it and to admit that an adequate theory of learning and education should take into account the complexity of reality. We are convinced that we need to develop a theory of complexity, a new paradigm for education that can capture the complex processes of learning. This framework of complexity focuses on transverse phenomena, resulting in a transdisciplinary and interdiscursive approach, an orientation towards self-organization and potentiality, rather than pre-established goals, and the incorporation of a theory change. The complexity approach implies rethinking our ways of asking, a new lexicon and evaluative practices that are oriented towards the paradigm of complexity.

Palavras-chave : Theory of complexity; Transdicipline; Learning; Pedagogical practice; Emerging possibilities.