AN ANALYSIS OF COMPLEX THINKING AND ITS INFLUENCE ON PEDAGOGICAL PRACTICE: A THEORETICAL APPROACH

Abstract

This article aims to analyze how complex thinking, as proposed by Edgar Morin, intertwines with the practices and representations of Colombian teachers in the current context. Adopting a qualitative and hermeneutic approach, a critical review was conducted of contemporary studies addressing teacher training, technology appropriation, professional identity, and emerging educational models in Colombia. Based on documentary analysis of nine academic sources, three key dimensions were identified: the reconnection of pedagogical knowledge with social realities, the integration of ICT from a critical-complex perspective, and the epistemological challenge of rethinking education beyond disciplinary fragmentation. The findings suggest that complex thinking is reflected in pedagogical practices when teachers interweave knowledge systems, respond to shifting realities, and embrace their role as ethical, reflective, and creative mediators. Furthermore, it was observed that teacher education in Colombia faces tensions between technocratic frameworks and transformative proposals that call for a revision of curricular structures, evaluative models, and traditional epistemologies. Embracing the art of complex thinking emerges not merely as a theoretical choice, but as an educational praxis that is deeply political and context-driven, recognizing teachers as constructors of meaning within schools that must engage with uncertainty, diversity, and the intricacies of the contemporary world.