Formação de professores: sob a ótica da complexidade e da transdiciplinaridade no curso de Licenciatura em Educação do campo da Universidade Federal do Tocantins campus de Arraias (TO)

Abstract

The present investigation focused on the initial training of teachers in light of the references of Complexity and Transdisciplinarity. The main objective is to understand the curriculum and the pedagogical actions developed in the initial training of teachers of the Degree in Rural Education Course at the Federal University of Tocantins, University Campus of Arraias - TO. Having as a reference to the theoretical-epistemological and methodological foundations of Complexity and Transdisciplinarity. The methodological path of this research is supported by the case study, of an exploratory and descriptive character, supported by the qualitative approach. For the production of data, a subjective questionnaire was used as an instrument, with the participation of 35 students, and the techniques of observation, document analysis, observation, and interview with 5 teachers and 1 course coordinator. From the analysis and systematization of data, intertwined with the theorists studied, it appears that discussing contemporary teacher education, along the lines of the epistemology of complexity and transdisciplinary methodology, requires transformations in the models that have historically characterized them. Regarding the researched context, it was found that some pedagogical actions are influenced by the traditional paradigm in the ways of teaching and learning, even if sporadically and punctually in the pedagogical work of a minority of teachers, in addition, there is difficulty in the related scientific knowledge and popular knowledge, in the connection between teaching and research, and there is still an absence of dialogue between some teachers. On the other hand, the course presents a differential element, the alternation regime methodology organized in time, community, and university, allowing structural conditions for the training of peasant students, as well as the inherent and continuous approach and connection of training with the most near the field. From these considerations, there is a need to think of training from the perspective of transdisciplinarity as a process that occurs in three simultaneous stages, different levels of reality, the logic of the third party included and complexity, as a possibility to perceive the world in a different way. complex. Therefore, in the light of the interpretations of the data and the theories studied, a training proposal is proposed, aiming at the reframing of didactic practice in university contexts, as well as at its most diverse levels of teaching.