Knowledge of Edgar Morin and Paulo Freire for a transformative pedagogical practice

This article investigates the necessary transformation of pedagogical practices, understood as a process that requires teacher education capable of addressing new forms of knowledge. In this context, it is relevant to embrace an epistemological dialogue between the propositions of Morin (2011) and Freire (2019), grounding teacher education in the seven knowledges necessary for the education of the future and in the knowledges essential for educational practice. Accordingly, the study sought to answer the guiding question: How can teacher education be articulated with Edgar Morin’s complex thinking and Paulo Freire’s sociopolitical pedagogy? The investigative process aimed to analyze the participating teachers’ perspectives regarding the relevance of incorporating the constructs of these authors into teacher training. The results indicate the teachers’ identification with the views of Freire and Morin, as well as the need to resignify pedagogical practices through training processes grounded in complexity and transformative education. https://doi.org/10.21723/riaee.v20i00.1990402