COMPLEXITY IN ENGLISH LANGUAGE TEACHING AND LEARNING: ACCOUNTS OF EXPERIENCES USING THE COMPLEX EDUCATIONAL DESIGN

Abstract

This paper presents two English teaching and learning experiences, one in a brick-and-mortar environment and another in a virtual one, developed at the light of complexity (MORIN, 2015a). Both experiences aimed at understanding students’ views on teaching and learning situations grounded on the complex educational design (FREIRE, 2013). Such design can guide teachers and developers to create courses or activities that, besides specific content, consider uncertainty, and understand students as co-authors. The findings of both researches, methodologically grounded on the complex hermeneutical-phenomenological approach (FREIRE, 2017), demonstrate an understanding that complex teaching and learning situations differ from traditional ones.