THE COMPLEXITY IN THE DAILY SCHOOL

Abstract

This article tries to be in the amongplaces in this and that, in the micro and macro, wary of epistemological legacy of Eurocentrism, which prevents us from understanding the world from its social diversity. The current paradigm still in the daily school that act on the curriculum, inspired in the classical scientific rationality, protagonisting the subordination of knowledge, the trend to uniformity and the denial of cultural diversity. These rancids are still present in the daily school of Childhood Education, with the prospect that it is illusory to teach everything to everyone, at the same time, in the order of contents and the ages, a project of unified curriculum. In the trajectory of the history of education, which meet the theological knowledge, science and philosophy, we are challenged to problematize the representations constructed in the educational field, including the child understood as an adult in miniature, perhaps more than that, encourage others questions.

Keywords

• revolução científica
• teoria da complexidade
• pedagogia.