Initial teacher training in light of the vision of complexity in the 21st century: state of the art review

Abstract

This research focused on investigating and analyzing how the Complexity Paradigm can serve as an epistemological support in teacher training. Given this, the present study aims to answer the following problem: how can the epistemology of the Theory of Complexity Thinking support initial teacher training? The objective was to raise research that presents the Theory of Complex Thinking as an innovative epistemology capable of subsidizing the initial training of teachers.To develop this analysis, a State of the Art survey was carried out, opting for qualitative and exploratory research. Theoretical foundations were sought from the authors; Morin (2000, 2014, 2015), Moraes (2017), Farias (2020). The research allowed us to realize that there is an urgency to understand that initial teacher training requires a reform of thinking, which leads to a paradigmatic transposition, which seeks to reconnect knowledge, understand uncertainties, restore ethics and human understanding. During this investigation it was possible to understand that breaking with old paradigms becomes a strong challenge for educators in the 21st century.