Para uma nova cultura profissional: uma abordagem da complexidade na formação inicial de professores do 1º CEB

Abstract

This article explores the emergent constructivist paradigm of complexity(Morin, 1994, s/d; Lerbet 1986, 2004; Le Moigne, 2002, 2003), theepistemology of the listening/controversial (Correia, 2001) and the criticalexperientialism (Alarcão, 2001a) as referential of professional competences tobe developed in initial primary teacher education capable to face the new andcontinued challenges that occur in the present society, characterized byincreasing complex transformations (Delors, 1996; Ornuda & Naval 2000;Martins, 2005). Taking the concept of professional competence (Le Boterf,1999; DeSeCo, 2002) as a key idea, a reflective paradigm of education (Ferry,1983; Schön, 1987; Zeichner, 1993, Perrenoud, 2004) is argued for. Thisparadigm surpasses the theory-practice positivist dichotomy through thearticulation of scientific-based disciplinary knowledge and contextualisedprofessional activity (Alarcão, 2002, 2003; Sá-Chaves, 2002; Perrenoud,2002). It takes education as a self-regulating interactive process of complex,adaptable systems in confrontation: the social system that requires educationand the personal system, the subject in the process of education (Lerbet,2004)