Naylet Chiquinquirá Rojas Rivero. Formación del Docente y Pedagogía de la Complejidad en el Contexto de la Educación.
Revista Scientific. - Artículo Arbitrado - Registro nº:295-14548 - ppi. BA2016000002 - Vol. 1, Nº 1 – Agosto-Octubre 2016 - pág. 249/265
ISSN: 2542-2987
Teacher Training and Education of Complexity in the Context of
Education
Abstract
The nature of the pedagogical act in the context of education, involves
a systemic relational complexity that involves training and professional identity
of teachers. In this sense, this research is proposed as a fundamental
objective, teacher training and pedagogy of complexity in the context of
Education. The research is based epistemologically on the principles of
complex thought, which according to Morin (2001), is a thought that posits the
dialogical, recursion and hologramaticidad as relevant principles. The research
model corresponds to the qualitative-interpretive paradigm proposed by Carr
and Kemmis (1998), which is geared to interpret the structures of subjective
meanings that social actors about reality, which will be achieved through
support in the phenomenological hermeneutical method, using as a technique
for data collection in-depth interview.
Keywords: training; teaching; education complexity; education.
Date Received: 12-06-2016 Date Acceptance: 21-07-2016
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