A FORMAÇÃO DO EDUCADOR A PARTIR DA COMPLEXIDADE E DA TRANSDISCIPLINARIDADE

Abstract

The author examines teacher development based upon the epistemomethodological implications of the theories of complexity and transdisciplinarity, taking into consideration several of the premises of Complex Thought by Edgar Morin, of Tripolar Education Theory by Gastón Pineau and of Eco-Systemic Thought by M.C. Moraes. As the regulating principle of thought and action, the notion of complexity requires us to rethink teacher development starting with an integral and transdisciplinary process including three poles of development: selfformation, heteroformation and eco-formation, recognizing the importance of their integrated dynamics within the teacher¿s personal and professional life. Noteworthy is the need to pay special attention to the self-formation processes, this dimension having been almost overlooked despite its being considered one of the most important dimensions for the teacher's achievement of professional, personal and existential autonomy. It is alleged that this dimension also involves a process of antropogenese that transits between self and onto-formation, where the psychological I, the social I, and the teacher I are all working together, simultaneously influencing not only the BEING a teacher but the ACTION of teaching. Therefore, it is from the operational dynamic between these three poles, which constitute the act of teaching, that the complexity underlying the act of development emerges and is revealed not only at the level of action of a multidimensional subject but also at the technical-pedagogical and socio-cultural levels as well, these aspects representing the totality that constitutes the system of teacher development from complexity.Therefore, it is recognized that every development process implies a self, hetero and eco dynamic that is complex, open, and founded on solidarity, on continuous inquiry, and on the reflections developed and supported by the available technical and technological resources. This point of view reveals processes that involve uncertainty, emergency, change, recursivity and transformation, and which require greater commitment and responsibility from the teacher towards education as a natural outcome of his/ her transdiciplinary consciousness in the transformation process.