Contributions of complexity productions: subsidies to scholar scientific education

Abstract

Complexity perspective announces a way of thinking and acting in consideration of situations from the reality that, in general, refer to open and dynamic systems. To investigate the approaches in this perspective and to propose its effective incorporation in subject actions, it is fundamental to consider it in the educational process through different dimensions: Educational Dimension, Teaching-Learning, and Epistemological Dimension. Any Dimension incorporates complexity in different contexts of school education and scientific scholar training. In their construction, they seek to organize elements of complexity that can mobilize the subjects for a paradigm shift. We hypothesize that these dimensions contribute to a more complex formation by permeating teaching discourses and actions closer to the subjects' reality. Based on that, this article investigates how complex issues are present in the productions of members of Spanish research groups which incorporate them in the context of Science school education. It is intended to deepen the meaning of these Dimensions and their specificities, when investigating such groups, by non-national approaches. Methodologically, this research is comprised by two moments: (1) identification of starting points of the aspects of complexity in the Educational Dimension in the Teaching-Learning Dimension and the Epistemological Dimension; and (2) identification of these aspects, selecting the productions in journals of some Spanish groups specialized in the subject matter as a material of reference. For data analysis, Discursive Textual Analysis will be considered, assuming the perspective of complexity and the usual strategies in ethnographic studies as parameters. Among the results, there is a significant convergence of perspectives, albeit with nuances. It is emphasized that a change of proposals for scientific education, which seeks to go further than simply understanding and working in a more complex perspective, which is enhanced when complexity is articulated, involving aspects of all dimensions. Therefore, the education for complexity requires that it should be incorporated into a set of actions/attitudes/ reflections; otherwise, the school is only accentuating ways of thinking and acting which may lead to specific and individualized changes.