The Complexity Thought an approach from the postgraduate in education

Abstract

The research aimed to analyze the complexity paradigm as the new transdisciplinary thinking in higher education, whose focus lies in the fragmentation of knowledge and cause-effect linearity. The methodology used was of a descriptive type where it was possible to analyze the teaching practice in terms of how to mediate knowledge for learning, the disciplinary paradigm and how its contents are presented in the day to day of the teaching exercise. The instruments used to carry out the study were the result of the experience obtained in a classroom at the graduate level based on participant observation, videos, audios, slides, essays. The results obtained reflect how Transdisciplinarity and Complexity are not inserted in Higher Education and are not part of an integral explanation of the objects and problems of study. Teachers, after their walk through the complexity paradigm, make visible the multiple tools Cognitive that support the complexus and the transdisciplinary. In conclusion, it can be stated that the teacher must be kept up to date by addressing problem situations in the field of frontier knowledge: the Complexus, Chaos, Fractals and propose new and better solutions to the problems in the educational field from systemic multireferential perspectives in an interdisciplinary and interdisciplinary way . Complexity allows us to redefine the position of reason in the response to the problems addressed, where the answers are posed from different approaches and integrate various relational systemic aspects when analyzing and conceptualizing all learning.