The principles of complexity and their contribution to the Teaching process

Abstract

The objective of this essay is to propose an ecology of knowledge between the principles of complexity and the paradigms considered as traditional. In the first instance, a perspective of what is understood by complexity is offered, followed by a brief approach to the Teaching process; finally, a systematization of concepts between the principles of complexity and the Teaching process is carried out. Hermeneutics was used as a research method. In conclusion, the document integrates an epistemological dialogue that guides rethinking Education, specifically the Teaching process, from a complex and transdisciplinary perspective.