ELEMENTOS DA COMPLEXIDADE NA PRÁTICA DOCENTE DE LÍNGUA PORTUGUESA DO INTERIOR CEARENSE A PARTIR DA PANDEMIA DO COVID-19

Abstract

The paradigm of complexity or emerging paradigm, represents, at the same time, a global tendency, especially in the history of sciences, to take any and all human knowledge in its systemic and multiple character, since the fragmentation of knowledge does not always manage to contemplate important aspects in the analysis of a phenomenon. During the COVID-19 pandemic, the world went through a period of chaos, with teaching, in its various forms, being one of the main areas impacted by this historic moment. Based on the teaching experience in the interior of the State of Ceará, this article aims to investigate the presence of elements of the Complex Paradigm in Portuguese language teaching starting from the remote emergency period of 2020/2021, considering the perspectives of Portuguese teaching teachers highschool of the 17th Regional Coordination for Education Development of the State of Ceará (CREDE 17), in the interior of Ceará, about his teaching practice. To this end, it dialogues with studies on the Complexity Paradigm (Morin, 2015), Education (Morin, 2011; 2021) and Systemic Thinking (Vasconcellos, 2002). The methodological procedure adopted is the case study. The corpus is made up of interviews with six teachers from municipalities that make up CREDE 17. As a result, it is clear, especially since the pandemic period, that the collaborating teachers made use of various elements of Complexity in their teaching practice, which is seen as a system of multiple nature, involving the subjectivity of the subjects, in addition to the assumption of an open stance, with recursive, autonomous, strategic, contextualized actions, assuming unpredictability and disorder.