A Teoria da Complexidade como referencial epistemológico para a pesquisa em política educacional: (re)conhecendo seus princípios e características

Roberta Cajaseiras De Carvalho,Altair Alberto Fávero

doi:10.5212/retepe.v.5.15096.008

Roberta Cajaseiras De Carvalho, Altair Alberto Fávero

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The purpose of this text is to point out the complexity theory as an epistemological reference for educational policy studies. The motivation for the research is the search for epistemological references that are able to unveil the methodological possibilities beyond theoretical or empirical isolation, in which they promote an “Applied Rationalism”, proposed by Gaston Bachelard (1978, 1985). Thus, the epistemological originality stimulation by educational policy researchers is sought, emphasizing the starting point with conscious and critical theoretical training. The study is the partial result of a qualitative exploratory research, in terms of objectives and theoretical-bibliographic in terms of procedures, it is structured as follows: in the first part, the principles and characteristics of complexity theory are presented; in the sequence, a differentiation is made between the traditional paradigm of education systems and complexity theory; Finally, the delimited principles of complex systems that enable a broader sense of studying and understanding educational policy are presented. Keywords: Complexity theory. Education policy. Epistemology.

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The study is the partial result of a qualitative exploratory research, in terms of objectives and theoretical-bibliographic in terms of procedures, it is structured as follows: in the first part, the principles and characteristics of complexity theory are presented; in the sequence, a differentiation is made between the traditional paradigm of education systems and complexity theory; the delimited principles of complex systems that enable a broader sense of studying and understanding educational policy are presented
O presente ensaio tem por intenção apresentar a Teoria da Complexidade, destacando a sua importância como referencial epistemológico para os estudos em Política Educacional1
Destaca que os elementos constituintes (stakeholders) e sua dinâmica ambiental são ligados e interdependentes; os níveis de organização não devem ser apenas considerados a partir de um enfoque hierárquico, mas que considerem também os padrões emergentes e o que acontece nos níveis médio e macro; escalas temporais diversas devem ser consideradas, assim como a troca de informação e a interação entre os atores; a coexistência dialética de linearidade e não linearidade (pois apresenta “comportamentos aparentemente opostos”)

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Introduction

A complexidade não pretende arruinar a importância nem das teorias nem dos experimentos, pois sua intenção é destacar que, em qualquer uma dessas abordagens, a contextualização e a reflexão do pesquisador sobre as investigações que estão conduzindo são imprescindíveis (MORIN, 2000b).

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