Research practices: a decolonial–complex perspective
This reflection seeks to highlight the contributions of decolonial thought and Morinian complexity to the investigative practices of teachers during postgraduate studies. It is proposed that research in this context requires solid training that, within the framework of investigative practices, addre...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | español |
| OAI Identifier: | oai:www.seer.ufal.br:article/14479 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/14479 |
| Access Level: | acceso abierto |
| Palabra clave: | Complexity research relational research complexity paradigm transmethodical Complejidad investigación relacional Paradigma de la complejidad Transmetódico |
| Sumario: | This reflection seeks to highlight the contributions of decolonial thought and Morinian complexity to the investigative practices of teachers during postgraduate studies. It is proposed that research in this context requires solid training that, within the framework of investigative practices, addresses topics such as: the contextualization of knowledge, methods and problems; the dialogical and integrative of knowledge; the transdisciplinary propensity that invites us to go beyond the objects of study and disciplinary problems; and the inclination towards social transformation derived from the research findings; all of this based on a critical knowledge, built collaboratively, that renounces any pretense of universalism by detaching itself from the matrix of reductionist and linear meaning that characterizes colonial and hegemonic thought. The educative process of the teacher in the postgraduate course should invite him to recognize the value of the paradigm of simplicity, but also to affirm its insufficiencies, in such a way that he can transcend it with proposals that, from complexity allow (de)constructive, dialogic actions and transdisciplinary aimed at unfolding new paths and horizons of meaning to the problems, interpretations, meanings and conditions of integrative knowledge. |
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