UNDERSTANDING THE PARADIGM OF COMPLEXITY IN CONTEMPORARY EDUCATION. CONCEPTUAL NEEDS OF THE TEACHER, FOR A TRANSCENDENT FORMATION

Abstract

The purpose of this scientific article is to address complexity as a theoretical foundation and as an approach that supports the contemporary educational act, that is, as a basis that must be assumed by the teacher to promote a human formation that addresses its existential nature, without any limitation, so that primary and elementary school teachers in Colombia, when reading the conceptual contributions generated here on the complex approach in contemporary education, can promote a change in pedagogical practices, simply by reflectively seeing the student as a being that requires attention to his physical, cognitive, emotional and spiritual dimensions, specifically in the western Colombian plains, where an argumentative need is presumed in relation to the subject. In itself, this writing has to do with the need to understand the student as a whole, and each formative activity must be willing to stimulate its dimensions as a whole, understanding that he learns while he is emotionally willing and his body enjoys the conditions to admit this learning. In this case, the scientific essay will allow us to understand complexity as the main reference for analysis in the process of human formation, and in this regard, it is important to encourage changes in practices based on the consolidation of concepts that have to do with complex, transdisciplinary, multidimensional teaching, etc., in accordance with the fundamental conditions of the human being and of education as a means of preparing man for life, which is clearly complex.