TEACHER TRAINING UNDER THE PARADIGM OF COMPLEXITY A NECESSITY

Abstract

The challenge of assuming complex thinking in academic processes requires a theoretical-practical and attitudinal approach in the academy, in this work it was sought to show that there is an urgency, to appropriate complex thinking in daily practice in the classroom. The primacy of the paradigm of simplification over complexity has prevented training from contributing to solutions to problems in the local, regional, national, and international environment. A documentary search of texts and articles related to complex thinking, education and the paradigms that govern them was conducted. Key ideas were extracted that supported the hypothesis that the structures of training and career creation is based on simplifying paradigmatic principles, leaving challenges to continue auscultating and motivating to carry out training exercises based on the complexity of reality, calling attention to the fact that it is not only about talking about complexity, but to apprehend it in academic life. If we continue along the path of fragmentation in training, we will contribute increasingly to the deepening and aggravation of the problems. Complex thinking is an adventure... A challenge...