MORIN AND NIETZSCHE: COMPLEXITY AND PARADOX IN TEACHER EDUCATION FOR EJA
This article aims to discuss how the ideas of Edgar Morin on complexity and Friedrich Nietzsche on paradox can contribute to teacher training in Youth and Adult Education (EJA). Adopting a qualitative methodology based on documentary analysis and participant observation, the study proposes to explor...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Cenas Educacionais |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:revistas.uneb.br:article/19573 |
| Acceso en línea: | https://www.revistas.uneb.br/cenaseducacionais/article/view/19573 |
| Access Level: | acceso abierto |
| Palabra clave: | Complexity Paradox Youth and Adult Education Teacher Training Complejidad Paradoja Educación de Jóvenes y Adultos Educación y aprendizaje. Banco Mundial. Unesco. Formación docente. Complexidade Paradoxo Educação de Jovens e Adultos Formação Docente Éducation des Jeunes et des Adultes Complexité Paradoxe Formation des Enseignants |
| Sumario: | This article aims to discuss how the ideas of Edgar Morin on complexity and Friedrich Nietzsche on paradox can contribute to teacher training in Youth and Adult Education (EJA). Adopting a qualitative methodology based on documentary analysis and participant observation, the study proposes to explore the application of these concepts to develop a more contextualized, critical, and reflective pedagogical practice. The theoretical framework includes Morin, who advocates for a transdisciplinary and integrated approach to reality, recognizing the interconnection and complexity of phenomena, and Nietzsche, who values the multiplicity of perspectives and the coexistence of contradictions as sources of creativity and innovation. The central problem addressed is how these ideas can help create pedagogical strategies that effectively deal with the particularities and challenges of EJA students. The final considerations suggest that incorporating Morin's and Nietzsche's theories can promote a more inclusive and effective education. It is expected that these strategies will help teachers develop a critical and reflective vision, valuing the diversity and complexity of the life trajectories of EJA students, thus promoting more engaged and meaningful teacher training. |
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