Advice in action research from the paradigm of complex thought

Abstract

The paradigm of classical science generated an exponential development of knowledge and serious crises that cannot be solved from its principles of fragmentation and reduction. Complex thought arises with the mission of overcoming this simplification by recognizing the complexity inherent to reality and ignored in teaching. Education represents a fundamental instance in social transformation, and an excellent space to start this task is teacher training. With this interest, this proposal arises. The focus of attention was counseling on research-action projects with the purpose of graduating students. The objective was to demonstrate that the simplification paradigm is present in the action research projects of future teachers and expert advice on complex thought is proposed to overcome this situation. The methodology used was action research. The collection of empirical data made it possible to identify some aspects that show simplification and to define an advisory strategy, its implementation and evaluation, based on complex thinking. The task was carried out with a small group of students per school year, from 2015 to 2018, with a total of 14 students. It was evidenced that teachers and their institutions are products and producers that reproduce the simplifying principles rooted in teaching. Also, that it is possible to overcome these performances through the transformation of the practice itself, from the perspective of complex thought, for a teacher training more relevant to complexity.