The present investigation focused on the initial training of teachers in light of the references
of Complexity and Transdisciplinarity. The main objective is to understand the curriculum
and the pedagogical actions developed in the initial training of teachers of the Degree in Rural
Education Course at the Federal University of Tocantins, University Campus of Arraias - TO.
Having as a reference to the theoretical-epistemological and methodological foundations of
Complexity and Transdisciplinarity. The methodological path of this research is supported by
the case study, of an exploratory and descriptive character, supported by the qualitative
approach. For the production of data, a subjective questionnaire was used as an instrument,
with the participation of 35 students, and the techniques of observation, document analysis,
observation, and interview with 5 teachers and 1 course coordinator. From the analysis and
systematization of data, intertwined with the theorists studied, it appears that discussing
contemporary teacher education, along the lines of the epistemology of complexity and
transdisciplinary methodology, requires transformations in the models that have historically
characterized them. Regarding the researched context, it was found that some pedagogical
actions are influenced by the traditional paradigm in the ways of teaching and learning, even
if sporadically and punctually in the pedagogical work of a minority of teachers, in addition,
there is difficulty in the related scientific knowledge and popular knowledge, in the
connection between teaching and research, and there is still an absence of dialogue between
some teachers. On the other hand, the course presents a differential element, the alternation
regime methodology organized in time, community, and university, allowing structural
conditions for the training of peasant students, as well as the inherent and continuous
approach and connection of training with the most near the field. From these considerations,
there is a need to think of training from the perspective of transdisciplinarity as a process that
occurs in three simultaneous stages, different levels of reality, the logic of the third party
included and complexity, as a possibility to perceive the world in a different way. complex.
Therefore, in the light of the interpretations of the data and the theories studied, a training
proposal is proposed, aiming at the reframing of didactic practice in university contexts, as
well as at its most diverse levels of teaching.
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