Nas sendas da ecologia dos saberes: deiscências ao encontro do paradigma educacional ecossistêmico em ambiente amazônico

Abstract

Complex and ecologically oriented thinking has the potential to reconnect diverse forms of knowledge, as well as the different dimensions of life and reality, shaping our investigative universe. This research, entitled "Navigating the Paths of Knowledge Ecology: Unveiling Dialogues and Deiscences in the Amazonian Ecosystemic Educational Paradigm," delves into the thematic of knowledge ecology and complexity epistemology. The study is designed to address the following question: Do the dissertations defended at the PPGE/UFT open paths and potentiate discussions in the dimension of socially produced knowledge ecology in the Amazon? The overall objective of this thesis is to comprehend, under the light of complex thought, transdisciplinarity, and knowledge ecology, the dissertations defended at the PPGE/UFT that address complexity epistemology, regarding the potential for dialogue and deiscence between scientific knowledge and traditional knowledge socially produced in the Amazonian environment. To this end, the research methodology employed theoretical research with a qualitative approach, drawing from the works of key scholars such as Morin (2000, 2002, 2003), Moraes (2005, 2008, 2021), Nicolescu (1999), Santos (2008), Petraglia (2011), Capra (1997), among others, who guide discussions on this topic. Theoretical studies have shown that education guided by the traditional paradigm stems from reductionist, fragmented, and simplified thinking that does not consider the complexity of life, the human being, and the world. Thus, given the complexity of reality, it demands comprehensive, multidimensional thinking capable of understanding the complexity of the real and constructing knowledge that can dialogue with both academic and traditional knowledge, based on a new systemic educational paradigm. The analyses involved the content of the dissertation productions of the PPGE/UFT, having as their axis the analysis parameters: trans-knowledge, interconnection, contextualization, and ecosystemic. The data revealed that the productions evidence deiscence in favor of knowledge ecology, as well as going towards the systemic educational paradigm, since they relate, contextualize, and reconnect the different human dimensions involved in the processes of knowing and learning in education. The approach used in the analysis of the dissertations, which address complexity epistemology, evidences and potentiates the dialogue between teaching knowledge (trans-knowledge axis), creative teaching practice, interlinking knowledge (interconnection axis), taking into account the socio-environmental context in which the educational process occurs (contextualization axis) and the ecological gaze of the researcher in recognizing the multidimensionality of the human being and its self-transcendence, transforming itself and the life that surrounds it, giving meaning to its writing and its educational experience (ecosystemic axis). In addition to presenting a diversified dialogue between knowledge and addressing diverse themes, valuing its context, its people, its teaching practices and experiences, and striving for the educational dimension to be seen in a more innovative, dynamic, and transformative way