The theme of this thesis, which investigates the need for the rupture of the traditional
paradigms for the emerging, meets the needs of this research, aiming to collaborate in
the search for the improvement of the education to the future. The paradigmatic
concepts, although defined by several theorists (Khun, Morin, Moraes, Behrens,
Capra, among others) converge to reflect on the transitions in the field of changes that
occur in the development of science. We maintain that education must be understood
as a social process, being multidimensional, innovative, creative and opening to
dialogue. Therefore, the training of university professors must be guided by the self referential process, in (trans) form (action) and retroaction in relation to events and
planetary consciousness. We believe that teacher training needs to be built by its
identity in professional and personal performance through the ecology of knowledge
(Boaventura Santos,1998). We affirm Morin's maxim regarding to the complexity to the
world education and the complex thinking: for the author “complexity is a problem word
and not a solution word” (Morin, 2008). The Epistemology of Complexity served us as
a study in the training of university professors based on complex thinking, based on
the works of Edgar Morin. Education for the 21st century seeks a new era: the
conception of self-knowledge, based on the assumption that it is a continuous
reconstruction and it is fundamental to understand the Seven Necessary Knowledge
for the Education of the Future: The blindness of knowledge: error and illusion; the
principles of relevant knowledge; teach the human condition; teach earthly identity,
face uncertainties; teach the understanding and ethics of the human race (Morin), as
a sine qua non condition for living. In view of the statements presented, this thesis has
as its generais objective the reflection and analysis of the promotion of the Reform of
Thought and the study of its possibility for the training of university teachers. We also
point out as specific objectives: the understanding and analysis of the concepts of
complexity and transdisciplinarity (Fazenda, Japiassú, Suanno). We also emphasize
the possible contributions of the Creative Schools and the Ecoformadores Creative
Projects (ZWIEREWICZ).
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