Gestos de mobilização da epistemologia da complexidade e dos saberes amazônicos nos projetos pedagógicos dos cursos de pedagogia no Tocantins

Abstract

Linked to the research line Knowledge, Language and Education, this dissertation is situated within the field of initial teacher education, taking as its object of investigation the Pedagogical Course Projects (PPCs) of the undergraduate Pedagogy programs at the Federal University of Tocantins (UFT) and the Federal University of Northern Tocantins (UFNT), located in the Amazonian context of the state of Tocantins, Brazil. Thus, the study was guided by the following question: How do the Pedagogy PPCs of UFT and UFNT, within the Amazonian context of Tocantins, weave formative configurations that express movements of approximation, tension, or silencing in relation to the epistemology of complexity and Amazonian knowledge, in light of The Seven Complex Lessons in Education for the Future? The general objective was to analyze how the Pedagogy PPCs of UFT and UFNT, in the Amazonian context of Tocantins, weave formative configurations that reveal approximations, tensions, or silencing regarding the epistemology of complexity and Amazonian knowledge, in light of The Seven Complex Lessons in Education for the Future. To achieve this purpose, the study adopted a qualitative documentary research approach, having as its corpus the PPCs of the aforementioned programs. Data were systematized through Content Analysis, according to Bardin (2016), and the analysis was grounded in articulation with the theoretical perspective of Edgar Morin (2011, 2015a), among others, enabling the identification in the documents of formative, curricular, methodological, and evaluative conceptions, as well as their limits and potentialities in confronting the fragmentation of knowledge. The study indicates that the programs analyzed express a formative tessitura in a process of paradigmatic transition, resulting from the still partial incorporation of references associated with integral education and the epistemology of complexity, from the demands of the Amazonian context, and from contemporary national teacher education guidelines. This movement tensions the persistence of curricular structures marked by disciplinary logic, configuring approximations, limits, and silencing at the epistemological and formative levels. The PPCs present specific gestures of approximation to the epistemology of complexity, especially in the recognition of teaching in an expanded sense, in the valorization of formative and process-based assessment, and in the defense of the inseparability of teaching, research, and extension. However, such gestures coexist with tensions and epistemological silencing, revealing the persistence of formative rationalities marked by fragmentation, linearity, and the insufficient incorporation of Amazonian knowledge as a structuring dimension of teacher education. The dissertation highlights the need to strengthen formative processes capable of reconnecting knowledge, recognizing the human condition and Amazonian territoriality, and contributing to the construction of an ethical, critical teacher education committed to its sociocultural reality.