CONTINUING TEACHER EDUCATION AND A PERSPECTIVE FOR THE FUTURE: REVISITING IN 2023 THE FOUNDATIONS OF EDGAR MORIN FROM 2000

Abstract

The objective of this work is to understand if the knowledge described by Edgar Morin, and his theory of complexity, at the beginning of the 21st century, is still used as a pedagogical trend in the continuing education of teachers 23 years later. The qualitative research used interviews with two graduates and one instructor from a Postgraduate course in Higher Education Teaching. The Theory of Complexity, consisting of three theories: Information Theory, Cybernetics, and Systems Theory, addresses the interrelation and interaction of various elements. Morin highlights seven areas of knowledge necessary for the education of the future: relevant knowledge, teaching the human condition, understanding, teaching earthly identity, facing uncertainties, the ethics of humankind, and earthly identity. The graduates consider that the training received is aligned with practice, valuing the teacher's interaction with students. The instructor, however, perceives a gap between the theory learned and practical reality, where there is a lack of preparation to deal with complex and technological issues. Changes in teaching methodology are acknowledged by both authors, who point to the use of active methodologies and the pursuit of bridging theory and practice. However, there is a need for greater integration and critical training to face the complex challenges of education. The knowledge proposed by Morin proves relevant in teacher training, promoting a more integrated view of education. Further studies are still needed to strengthen the proposal for a more complex education prepared for the future. Critical reflection on teacher training is fundamental to addressing the complexity of the human condition and the evolution of pedagogical practices.