Complexity and transdisciplinarity

possible paths for today’s teaching

Abstract

This study presents an alternative approach to addressing the challenges of the contemporary classroom. It proposes a model for an English language lesson, initially developed for language learning classes, but with potential applicability in other subjects and regular educational contexts. The main objective is to foster a construction of knowledge that is pertinent (MORIN, 2005), meaningful, and relevant for both students and teachers. The proposed lesson model is grounded in the epistemology of complexity (MORIN, 2005) and transdisciplinarity (NICOLESCU, 2011). This framework is positioned as an alternative route to the traditional, Cartesian, and "banking" (FREIRE, 2020) perspectives on knowledge construction. The article establishes a dialogue between these theoretical references and their practical articulation in the design and detailing of the proposed lesson, emphasizing the urgency of the reform of the thinking (MORIN, 2015b) as essential for meeting the demands of the current world.