GONÇALVES, Joice Élida Alves.; http://lattes.cnpq.br/5874617505230164; GONÇALVES, Joice Élida Alves.
Resumen:
Complex Thinking represents, at the present time, an epistemological tendency, especially in
the history of science, to consider all and any human knowledge in its systemic character,
since the fragmentation of knowledge does not always manage to contemplate important
aspects in the analysis of a phenomenon. Thus, seeking to point out and record elements of
Complex Thinking, also in the teaching of Portuguese in basic education, justifies the relevance
of this thesis and strengthens the feeling that several factors, such as the experience in the
remote teaching period of 2020/21, in addition to the self-criticism and reflection on teaching
practice encouraged by so many scholars, currently, may have allowed teachers to sharpen
their view of the systemic nature of teaching. Based on the teaching experience in high school,
when teaching Portuguese in the interior of Ceará, especially during the period of remote
teaching due to the COVID-19 pandemic and, at the same time, having contact with studies of
Complexity in the Postgraduate Program in Language and Teaching at UFCG, it was possible
to reflect on how teachers from the same situational and territorial environment were facing
teaching in a multifaceted and complex way to try to assimilate the various factors that involved
(or involve) teaching practice with the use of digital technology. Thus, this thesis has the
general objective of investigating the presence of elements of Complexity in teaching and the
use of digital technologies from the remote emergency period, through the positions of high
school Portuguese teachers from the 17th Regional Coordination for Education Development,
in the interior of Ceará. The specific objectives are to identify, through the teaching positions,
approximations with the Complex perspective in the teaching of Portuguese and the use of
digital technologies before the 2020/21 remote teaching in high school in the interior of Ceará;
to analyze the presence of elements of Complexity in the teaching of Portuguese and the use
of digital technologies, considering the positions of high school Portuguese teachers from the
17th Regional Coordination for the Development of Education of the State of Ceará (CREDE
17), in the interior of Ceará, based on remote teaching in 2020/2021; and to explain the
possibilities of using digital technologies for teaching Portuguese from a complex perspective
based on the results found through objectives 1 and 2. To this end, we draw on studies of
Complex Thinking (Morin, 2015), Education (Morin, 2011, 2021), Systems Thinking
(Vasconcellos, 2002), and Sociodiscursive Interactionism (Bronckart, 2002). The expression
“elements of complexity” relates to concepts present in writings on Complex/systemic Thinking,
such as: open system, unpredictability, recursion, autonomy, multidimensionality, among
others. The methodological procedure is the case study. The corpus is formed by interviews
with nine teachers from CREDE 17 municipalities. As main results, it is pointed out that since
the pandemic period, the collaborating teachers have used several elements of Complexity in
their teaching practice involving the use of digital technology, which is seen as a system of
multiple nature, contemplating the subjectivity of the subjects, in addition to the assumption of
an open posture, with recursive, autonomous, strategic, contextualized actions, assuming
unpredictability and disorders.
