Education through the teaching and learning of reading in the light of complexity and transdisciplinarity

Abstract

This study reflects on the contributions of the theory of complexity and transdisciplinarity in education through the teaching and learning of reading as a way to deconstruct the fragmentation of knowledge that has been installed in education. It starts from the justification that, in this way, the teaching and learning of reading become a means to sustain the energies invested in education, converging knowledge and reading strategies in meaningful learning, while articulating the school to the stories of the participants in the teaching and learning process inside and outside it, assuming itself as learning of sensitive understanding of the realities of the subjects for life. A bibliographic study of the guiding threads of the two theories for the teaching and learning of reading based on the language sciences is made. As a contribution, the results point to an encounter of complex thinking and transdisciplinarity to teach and learn to read as a path to an emancipatory and citizen education committed to ecosystem relations.