Formação docente on-line à luz do paradigma da complexidade

The paradigmatic change subsidized by Morin's Theory of Complexity (2000) may come to support an education that will meet the desires required in teaching at different levels of education. The vision of complexity is projected in “seven knowledge necessary for education in the 20th century” (MORIN, 2000). In this research, it was decided to analyze the contributions presented by the teachers involved with regard to the third knowledge “teaching the human condition”. The investigation started from the proposal of an on-line training, carried out by the research group, on the development of complex thinking in teacher training. The qualitative approach methodology, of the action-research type, counted on the participation of 25 Mathematics teachers, through the offer of an on-line pedagogical training course, structured in seven modules on the seven knowledges. We chose as a problem: what are the contributions of participating teachers with the on-line course structured in the seven Knowledge of Education of the Future by Edgar Morin? Identify the constructs of the participants of the course on the Seven Knowledge of Edgar Morin with a focus on the third knowledge "Teaching the human condition", to seek to overcome the conservative view in teaching. The contributions of the participating teachers, based on their knowledge, their teaching experiences and their participation in the on-line course, made it possible to identify the relevance of the paradigmatic change in teaching and that it becomes necessary to expand spaces for the reflections of teachers in continuing education processes on the subject. complex thinking and the acceptance of teaching the human condition in the educational environment. alicerçar uma educação que venha a atender aos anseios exigidos na docência em diferentes níveis de ensino. A visão da complexidade projeta-se em Sete saberes necessários para a educação no século XX (MORIN, 2000). Nesta pesquisa, optou-se por analisar as contribuições apresentadas pelos professores envolvidos no que se refere ao terceiro saber – ensinar a condição humana. A investigação partiu da proposição de uma formação on-line, realizada pelo grupo de pesquisa, sobre o desenvolvimento do pensamento complexo na formação docente. A metodologia de abordagem qualitativa, do tipo pesquisa-ação, contou com a participação de 25 professores de Matemática, por meio da oferta de um curso de formação pedagógica on-line, estruturado em sete módulos sobre os sete sabere