Pathways of (Trans)teacher training in pandemic times in the light of complex thought: A systematic review of literature

Abstract

Currently we face the challenges of an educational scenario affected by the drastic effects of the pandemic of COVID-19, the continuing education of teachers shows itself as possible spaces for reflection of praxis, attesting to the emergence of (trans) formations arising from a paradigmatic change that comes to base learning and integrative strategies (Alves, 2016) during the pandemic context. To this end, complex thinking, anchored in the work of Edgar Morin, shows itself as a light for the proposed discussions. As a methodological action, we conducted a systematic review of integrative literature in order to investigate the academic productions carried out during the pandemic period related to teacher education and supported by the theoretical foundations of complex thinking. It is possible to notice that this is a new paradigm that has been the basis of few productions in the last few months directly related to the theme. Among the studies found, one can notice the relevance of these spaces as promoters of the necessary transformations for the education of the future built in the present.