La complejidad desde la perspectiva de cuatro ejes temáticos

Abstract

OBJECTIVE: address complexity from four thematic axes that intervene in the teaching-learning process. METHOD: the qualitative approach was used through bibliographic and documentary review. RESULTS: show that didactics, ethnography, critical thinking and ethics have a direct impact on the formation of the subject of education, so that, from their reconstruction and interrelation, they highlight the logic of their ordering and systematization. The academic preparation of the teacher and the development of scientific, psychological and didactics skills and with it, generate processes of educational innovation, capable of developing in the student the skills to interpret, analyze, evaluate and create new knowledge, not only with scientific solidity, but also with ethics and morales, understanding society and what happens in it. CONCLUSION: complexity is a scientific theory in formation that allows its approach through different thematic axes that, when interrelated, promote the construction of a new educational epistemology.