Resumen

ARAUJO SEVERO, Thiago Emmanuel. Links between Science Education and Complex Thinking. Paradígma [online]. 2014, vol.35, n.2, pp.29-41. ISSN 1011-2251.

Approximating the many understandings about the nature, at the same time multiple and unified, seems to be a challenge for the scientific culture. This epistemological horizon is expressed today by the propositions of the complexity sciences. The core of modern science born in the seventeenth century hindered the opening of spaces for exchange and dialogue with other nonscientific, but also very important, knowledges. This makes science education operates in a fragmented way with its concepts and paradigms sealed and non communicating. Several studies points that this dynamics of fragmentation yet seems to be the practical basis to the pedagogical practice in classrooms. Based on the references of complexity sciences, the objective here is to build a reflection on the education, training and practice of the science as a cultural phenomenon, important to understanding the world. The relevance of science education is discussed here from this place and this dialogical way of thinking.

Palabras clave : Science education; Nature; Complexity.

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