Pensamento complexo: representações de professores de ciências e matemática

• Ano de defesa: 2010
• Autor(a) principal: Martinelli, Rodiane Ouriques
• Orientador(a): Silva, Ana Maria Marques da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO; CIÊNCIAS - ENSINO; PENSAMENTO COMPLEXO; MORIN, EDGAR - CRÍTICA E INTERPRETAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL
• Link de acesso: http://hdl.handle.net/10923/3025

The great XXI century education challenge is the contradiction between the problems increasingly interdependent and global, and the persistence of knowledge that promotes fragmented and compartmentalized knowledge. Edgar Morin, French sociologist and philosopher proposed a reform of thoughts in a complex way of thinking, which gives grants to more contextualized interpretation of reality. His ideas are a major source of inspiration for rethinking education. Based on the theoretical foundations of Edgar Morin, this paper investigates the elements of a complex thought present in the discourses of science and math teachers. The research group consists on master students of Graduate Program in Mathematics and Science Education, whose methodological approach developed in these disciplines, is problem-analysis and reflection. After oral and written questions, we tried to identify the representations of the concept of complexity, complex thinking and complex elements of thought expressed in the teachers' conceptions of learning. For the investigation were adopted methodological tools such as interviews and questionnaires, suitable for a qualitative approach of data. We made a discursive textual analysis of the "body" of the investigation, so to answer the research questions. Regarding the complexity, the categories that emerged from the speeches showed that teachers understood the complexity as a communicative network and organizer of chaos.In relation to complex thinking, representations were categorized into three forms of thought: socio-cultural, ecologizing and network. In the discourse on student learning, initially we identified the challenges for effective learning. For complex elements of thought that emerged from the speeches, the factors that proved decisive in the construction of complex thinking were: uncertainty, incompleteness, the permanent knowledge construction, self-eco-organization and the cognocent learner. The manifestations of the teachers demonstrated the presence of elements of a complexity of thought, although the issue is not part of everyday vocabulary or training. We conclude that the teachers' discourse shows signs of the emergence of a new paradigm of complex thinking, revealed in their representations on learning.