TEACHING-LEARNING IN LIGHT OF THE EPISTEMOLOGY OF COMPLEXITY: CHALLENGES AND PERSPECTIVES FOR CONTEMPORARY EDUCATION

Abstract

This article sought to understand the overcoming of traditional teaching toward a more meaningful, contextualized, and integrative teaching-learning process, capable of meeting the demands of contemporary society, in light of the Epistemology of Complexity. To guide the investigation, the following guiding question was posed: how can the Epistemology of Complexity contribute to overcoming traditional teaching in order to build more meaningful, contextualized, and integrative teaching-learning processes? The research is characterized as qualitative, developed thru a bibliographic review, based on classical and contemporary authors in education, especially those who discuss the epistemology of complexity and its implications for educational processes. The results show that the traditional teaching model presents limitations in the face of contemporary society's demands, mainly due to the fragmentation of knowledge and the centralization of the educational process. On the other hand, it was found that the epistemology of complexity favors pedagogical practices based on the contextualization of knowledge, transdisciplinarity, dialog between different fields of knowledge, and the active participation of students. It is concluded that this framework contributes to the construction of more integrated, critical, and meaningful educational processes, responding more adequately to the challenges of contemporary education.