Rethinking a Course on Teacher’s Technological Education in the Light of Complexity Theory

Abstract

This article aims at rethinking and redesigning, in the light of complexity theory, a specialization course on teachers’ technological education offered to language teachers. The objective is to be closer to the new educational paradigm and to the principles that permeate complex thought, meeting the needs and expectations of teachers that seek continuing education. The following aspects will be addressed: the new educational paradigm and complex thought (Morin, 2004, 2005a,b, 2008; Moraes, 2006, 2008; Behrens, 2006; Mariotti, 2007; Behrens & Oliari, 2007), the new teacher’s role (Kenski, 2001; Lopes, 2005), teacher education (Behrens, 2006; Moraes, 2008), and technological education of teachers (Freire, 2008, 2009).