THE TRAINING OF LECTURERS IN THE ECOSYSTEMIC THINKING PERSPECTIVE

Abstract

Current reality perception can be characterized by different trends, such as the existential void and social conformism, which in turn impact upon the educational process. The objective of this study is to suggest a training process for lecturers in the exercise of the teaching profession in terms of more cross-sectional and inclusive projects, underpinned by ecosystemic thinking, informed by complexity and transdisciplinarity. The references for this study were the theoretical precepts of Pensamento Ecossistêmico na Educação (Ecosystemic Thinking on Education) of Moraes (2004), the binomial Estímulo Intelectual e Relacionamento Interpessoal (Intellectual Stimulation and Interpersonal Relationship) of Lowman (2004), the concepts on the transdisciplinary attitude and the transdisciplinarity of Nicolescu (1996) and Moraes et al. (2014), and the metaphors on the lecturer as a craftsman and an artist by Axelrod (1973) and of the Universidade-Semente (seed-university) and Universidade-Fruto (fruit-university) by Ribeiro (1997). The research was based on a higher education institution case study, performed in the middle of 2019 through a questionnaire and interviews with eight lecturers, whose contributions were hermeneutically analyzed. The results highlighted the possibility that good lecturers are those whose starting point is the presumption of ecosystemic thinking, integrating individual, knowledge, and agency in teaching.