INTRODUÇÃO A PESQUISA SOBRE FORMAÇÃO DE PROFESSORES FUNDAMENTADA NO PENSAMENTO COMPLEXO

Este estudo apresenta aspectos sobre o desenvolvimento de pesquisa na perspectiva da teoria do Pensamento Complexo, problematizando as relações que se estabelecem a partir dos objetos de estudo que emergem nas pesquisas sobre Formação Inicial de Professores e pela compreensão dos princípios cognitivos propostos na visão da complexidade. A pesquisa é teórica, tem abordagem qualitativa, é exploratória e descritiva. Os resultados indicaram a multiplicidade de fatores que envolvem a diversidade de objetos de estudo, a tessitura de relações presentes e as associações estabelecidas e percebidas na investigação que se fundamenta nesta teoria por meio dos princípios cognitivos propostos para a reforma do pensamento e procura contribuir com conhecimentos que fundamentam a Ciência da Educação. Palavras-chave: formação inicial de professores; pensamento complexo; princípios cognitivos; pesquisa em Educação.INTRODUCTION RESEARCH ON TEACHER EDUCATION BASED ON COMPLEX THOUGHTAbstract This study presents aspects about the development of research from the perspective of the Complex Thought theory, problematizing the relations established by the objects of study that emerge in the researches about Initial Teacher Formation and by the understanding of the cognitive principles proposed in the complexity view. The research is theoretical, has a qualitative approach, is exploratory and descriptive. The results indicated the multiplicity of factors that involve the diversity of objects of study, the structure of present relations and the associations established and perceived in the research that is based on this theory through the proposed cognitive principles for the reform of the thought and seeks to contribute knowledge which underpin the Science of Education.Keywords: initial teacher formation; complex thinking; cognitive principles; research in Education.INTRODUCCIÓN INVESTIGACIÓN SOBRE FORMACIÓN PROFESIONAL BASADA EN PENSAMIENTO COMPLEJOResumenEste estudio presenta aspectos sobre el desarrollo de la investigación desde la perspectiva de la teoría del Pensamiento Complejo, problematizando las relaciones que se establecen a partir de los objetos de estudio que surgen en la investigación sobre Formación Inicial Docente y mediante la comprensión de los principios cognitivos propuestos en la visión de la complejidad. La investigación es teórica, tiene un enfoque cualitativo, es exploratoria y descriptiva. Los resultados indicaron la multiplicidad de factores que involucran la diversidad de objetos de estudio, el tejido de las relaciones presentes y las asociaciones establecidas y percibidas en la investigación que se fundamenta en esta teoría a través de los principios cognitivos propuestos para la reforma del pensamiento y busca contribuir con conocimientos que fundamentan la Ciencia de la Educación.Palabras clave: formación inicial del profesorado; pensamiento complejo; principios cognitivos; investigación en Educación.

REGULARITIES OF NOMINATION OF SUBSTANTIVE NAMES OF THE CONSTRUCTION SPHERE IN THE MODERN BELARUSIAN LANGUAGE

Onomasiology occupies one of the important places among the sciences that study the lexical and semantic level of language, as it studies both the problems of formation of language nominations and the nominations themselves – the result of these processes. The process of naming, which is the subject of nomination theory, is a complex thought and speech process, which distinguishes several stages: the stage of isolation by consciousness of the object to be named, comprehension of the denoted and the choice of adequate linguistic means of naming. In this regard, of particular interest are derived names in which it is possible to establish onomasiological structure. Onomasiological analysis of nominative units allows to record the features of nominative human activity. Observations show that such an analysis is applicable to derivatives of universes (monosyllabic names), which are formed in different ways, biverbal and polyverbal names. An important issue in modern onomasiology is the study of the types of nominations that are formed on the basis of motivated features, and their relationship with the methods of nomination. The study aims to identify the features of these relationships within the considered thematic subgroups. Taking into account the developed typologies in this work, an attempt is made to consider the onomasiological structure of the names of the construction industry and to isolate the types according to the nature of the onomasiological feature. It is possible to distinguish onomasiological feature for each derived name by reproducing the nominative judgment. Аmong the noun building terminological units, nominations belonging to the promotional type, object type, locative type and qualifying type were singled out. In addition, in the action type there are action-object and adjective-action subtypes. Types and subtypes are considered in connection with nomination methods where derivational means play an important role. The account of affixes allows to correlate language units with character of an onomasiological sign and to establish, what on value of group of subject names have arisen by means of this or that sign and what derivational means are used as bases at these signs.

A pandemia da COVID-19 e os conflitos entre ciência e opinião: desafios para o conhecimento formal

Resumo Este artigo, a partir de uma análise qualitativa de natureza exploratória, discute as diferenças entre os saberes científicos, construídos e consolidados por meio de coletividades e consensos rigorosos, e a opinião como mera expressão de saberes individuais cuja validade, na maioria das vezes, não se submete à análise e à crítica ao ponto de produzir ações descuidadas que põem em risco as relações sociais, tendo como mote as consequências da pandemia provocada pelo novo coronavírus. Para tanto, fundamentalmente, o estudo embasa-se nas contribuições teóricas do Pensamento Complexo e propõe mudanças no método científico clássico inflexível. Ademais, demonstra o lugar ocupado pela universidade nesse debate, além de definir cada um daqueles saberes e apresentar os desafios que a pandemia escarçou. Palavras-chave: Pandemia; Universidade; Ciência; Opinião. Abstract This article is based on a qualitative analysis of an exploratory nature, discussing the differences between scientific knowledge, built and consolidated through collectivities and rigorous consensus, and the opinion as a mere expression of individual knowledge whose validity, more often than not, is not subject to analysis and criticism to the point of producing careless actions that put at risk social relations, having as its motto the consequences of the pandemic caused by the new coronavirus. For this reason, fundamentally, the study is based on the theoretical contributions of Complex Thought and proposes changes in the inflexible classic scientific method. Moreover, it demonstrates the place occupied by the university in this debate, besides defining each one of that knowledge and presenting the challenges that the pandemic brought up. Keywords: Pandemic; University; Science; Opinion. Resumen Este artículo, basado en un análisis cualitativo de carácter exploratorio, aborda las diferencias entre el conocimiento científico, construido y consolidado a través de colectividades y consensos rigurosos, y la opinión como mera expresión del conocimiento individual cuya validez, en la mayoría de los casos, no está sujeta a análisis y críticas hasta el punto de producir acciones descuidadas que ponen en riesgo las relaciones sociales, teniendo como lema las consecuencias de la pandemia provocada por el nuevo coronavirus. Para ello, fundamentalmente, el estudio se basa en las aportaciones teóricas del Pensamiento Complejo y propone cambios en el inflexible método científico clásico y demuestra el lugar que ocupa la universidad en este debate, además de definir cada uno de esos conocimientos y presentar los retos que ha planteado la pandemia. Palabras clave: Pandemia; Universidad; Ciencia; Opinión.

A pandemia da COVID-19 e os conflitos entre ciência e opinião: desafios para o conhecimento formal

Resumo Este artigo, a partir de uma análise qualitativa de natureza exploratória, discute as diferenças entre os saberes científicos, construídos e consolidados por meio de coletividades e consensos rigorosos, e a opinião como mera expressão de saberes individuais cuja validade, na maioria das vezes, não se submete à análise e à crítica ao ponto de produzir ações descuidadas que põem em risco as relações sociais, tendo como mote as consequências da pandemia provocada pelo novo coronavírus. Para tanto, fundamentalmente, o estudo embasa-se nas contribuições teóricas do Pensamento Complexo e propõe mudanças no método científico clássico inflexível. Ademais, demonstra o lugar ocupado pela universidade nesse debate, além de definir cada um daqueles saberes e apresentar os desafios que a pandemia escarçou. Palavras-chave: Pandemia; Universidade; Ciência; Opinião. Abstract This article is based on a qualitative analysis of an exploratory nature, discussing the differences between scientific knowledge, built and consolidated through collectivities and rigorous consensus, and the opinion as a mere expression of individual knowledge whose validity, more often than not, is not subject to analysis and criticism to the point of producing careless actions that put at risk social relations, having as its motto the consequences of the pandemic caused by the new coronavirus. For this reason, fundamentally, the study is based on the theoretical contributions of Complex Thought and proposes changes in the inflexible classic scientific method. Moreover, it demonstrates the place occupied by the university in this debate, besides defining each one of that knowledge and presenting the challenges that the pandemic brought up. Keywords: Pandemic; University; Science; Opinion. Resumen Este artículo, basado en un análisis cualitativo de carácter exploratorio, aborda las diferencias entre el conocimiento científico, construido y consolidado a través de colectividades y consensos rigurosos, y la opinión como mera expresión del conocimiento individual cuya validez, en la mayoría de los casos, no está sujeta a análisis y críticas hasta el punto de producir acciones descuidadas que ponen en riesgo las relaciones sociales, teniendo como lema las consecuencias de la pandemia provocada por el nuevo coronavirus. Para ello, fundamentalmente, el estudio se basa en las aportaciones teóricas del Pensamiento Complejo y propone cambios en el inflexible método científico clásico y demuestra el lugar que ocupa la universidad en este debate, además de definir cada uno de esos conocimientos y presentar los retos que ha planteado la pandemia. Palabras clave: Pandemia; Universidad; Ciencia; Opinión.

ECOLOGIZING KNOWLEDGE, REVERBERING FOR TEACHING BEING-DOING IN (POST)PANDEMIC TIMES

We present results of a study about the challenges of teaching practice in the context of the pandemic that we lived in 2020. We take complex thinking as the guiding thread to ecologize knowledge and establish relationships and reflections with the voices of female and male teachers in the basic education network that worked with this scenario. In this context, ecologize has the meaning of knowing oneself and the other, based on conceptual pluralities and valuing life. The methodological path was inspired in Bernard Charlot's methodological instrument (2009) for the generation and understanding of the voices of female and male teachers who lived the investigated daily life. The aforementioned instrument, called “balances of knowledge”, allowed the analysis of the data generated, which is represented in a picture, a word cloud where the meanings of being and teaching in the path of the year of the pandemic lived are, the main voices being expressed: ecologize, emergency, digital technology, learning, feelings, meaningful, innovation, learning, fabrics, possibilities and transformation. The interconnections between these voices and the theoretical concepts outlined in the study reverberate movements towards the knowledge of the self, giving meaning, with activation of complex thought networks, that the image of the figures that we present may signal new ways to face the challenges of the situations experienced.

Totalidad y complejidad. Notas sobre la concepción del pensamiento complejo.

Due to the interest that the ideas of the authors of the theory of complex thought arouse for the development of scientific research, especially that dedicated to the sciences of society, we consider that the examination of some of their concepts can contribute to the clarification of their approaches ; It is because of this that we propose in this essay to analyze the concepts of complexity and totality, from the perspective of Edgar Morin, as they appear mainly exposed in his text Introduction to complex thinking (Morin, 2008 [1990]). The theses presented in this essay are an initial approach to the work of this thinker.

Reverberações Possíveis do Pensamento Complexo e da Complexidade nas Organizações Contemporâneas / Possible Reverberations of the Complex Thought and Complexity in Contemporary Organizations

Este texto versa sobre a influência do pensamento complexo – e da complexidade – nas organizações contemporâneas, refletindo-se como o pensamento complexo e a complexidade podem impactar atores organizacionais na percepção de que os cenários são permeados por incertezas e que, desse modo, seguir pressupostos do pensamento cartesiano pode representar paralisação ante a necessidade de decisões em situações imprevistas. Reflete-se sobre como essa mudança paradigmática vem se construindo e como o campo organizacional se comporta nessa disputa entre antigos e novos modelos institucionais. Busca-se intensificar debates sobre Teorias Organizacionais, perspectivando que essas sejam reforçadas pelas práticas e que comprovem a existência de pensamentos válidos; que o conhecimento fragmentado poderá gerar desconhecimento, mas, contrariamente, a composição de saberes promoverá interação necessária ao avanço e consolidação das mudanças nos ambientes organizacionais sob uma perspectiva integrativa, em clima de cooperação e de movimentos auto-organizadores, potencializando o trabalho em equipe, frente à dinamicidade típica da pós-modernidade.

The Nineteenth Century

Music seems to touch human beings more immediately than any other art form; yet it can be an elaborate medium steeped in complex thought. The paradox of this “immediate medium” was pursued in nineteenth-century philosophy’s significant encounters with music. Giacomo Leopardi (1798–1837) addressed music’s immediacy through sound, suggesting that if music is a sonic bodily practice, sensualism is an adequate philosophy of listening. Søren Kierkegaard (1813–55) dismantled that recommendation, paving the way to account for the intellectual dimensions of music, including the key issue of its temporality. Friedrich Nietzsche (1844–1900) moved from considering psychological time to historical time: music creates meaning by absorbing the complementary elements of word and gesture over time. Of course, intriguing philosophies of music may not be all there is to the nineteenth century. Did music in that era acquire a capacity to articulate philosophical insight, as some have said? That argument is still open.