Contribuições do pensamento complexo e da transdisciplinaridade para a formação continuada de professores de estudantes com deficiência intelectual

Abstract

Contemporary times require renewed educational activity in essence and practice, as the globalized society is rapidly transforming, influenced by the constant flow of scientific discoveries and information technologies in the context of diversity, however, paradoxically, the school, still based on a conception mechanistic approach based on a conventional reductionist perspective disconnects disciplinary knowledge from each other, and man from himself and his surroundings. Teacher training, guided by this same paradigm, cannot meet the pressing demands that arise from the challenges of inclusive education and teaching activity in meeting the needs of students with neurodevelopmental disorders, such as students with intellectual disabilities. . The ideas of Morin (2000; 2007; 2015), Moraes (2010; 2021), La Torre (2004; 2007; 2010), Alves (2016; 2019), (Pinho, 2020), among others, about complex thinking in education, and transdisciplinarity suggest a new paradigmatic mirage in the sense of articulating the polarities and contradictory, competing and apparently antagonistic elements of the complex ―fabric‖, arising from the fabric involved in the continued training of teachers; in this regard,It is proposed in this qualitative and exploratory research, anchored in the participatory action research approach, (PAP) to discuss, develop, and teach a continuing education course with teachers of students with intellectual disabilities using the theoretical methodological assumptions of complexity, transdisciplinarity and ecosystem education; with a view to describing and interpreting, from the participants' perspective, the experience of the training course and its contribution to promoting reflections on practical attitudes towards teaching/learning in common classes of students with this disability. The specific objectives focused on: presenting proposals inherent to transdisciplinarity and education; unveil the knowledge linked to the education of students with intellectual disabilities in contemporary times, and discuss the theoretical- methodological teaching-learning approaches that are integrative, creative and eco-training arising from complex thinking in education. The perspective is that, in light of the data obtained, the results will be translated into attitudes and practices among the participating teachers, and that the knowledge and discussions inherent to Inclusive Education, transdisciplinarity, and creativity can serve as tacit tools, in the current moment history, of changes and transformations in all areas, including teaching activity. The aim is that the study developed can collaborate in promoting innovation, with regard to teacher training, and in this way contribute to the development and learning of all students, as well as contributing to the expansion of dialogue and reciprocal exchanges between teachers and their peers, and these with their students at school.