The research accomplished in this doctoral thesis was motivated by the interest in understanding
whether the activities of Mathematical Modeling in College Education, discussed from the
seven knowledge of Edgar Morin's complexity, allow the defragmentation of knowledge and
the reconnection of knowledge, since the education of the 21st century needs a complex
thinking, moved by the feeling of belonging to a planetary unity. In this way, the themes sought
to monitor mangrove swamps, ducks (dendrocygna autumnalis) in different contexts, the
Covid-19 pandemic, social networks, fake news, infographics and scientific dissemination, to
articulate knowledge by developing face-to-face and on-line activities. The selection of
empirical data was inspired by the methodological procedure of content analysis, and the
discussion of data organized from the Modeling steps, proposed by Professor Rodney
Bassanezi. The text was organized in the aggregation format, bringing together three connected
and independent articles, accompanied by an integrating text, introduction and general
considerations. The first article deals with a theoretical reflection on the epistemological
foundations of Edgar Morin's theory of complexity, in order to identify the intertwining with
Modeling, which enables the reconnection of knowledge. In the second article, an empirical
activity was carried out, with the theme of setting in the mangrove. This field activity
culminated in the multi-thematic approach of the third article. The research has shown that the
Modeling approach, which provides complex thinking, is based on a transdisciplinary
perspective. Facing the complexity of the problems experienced in this century, it is necessary
to act beyond borders, allowing Mathematical Modeling to exist and enhance the articulation
of knowledge, for the full exercise of a planetary citizenship.
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