How Do We Incorporate Complexity in Science and Environmental Education Activities?

Abstract

The dynamic nature of socio-environmental issues requires a complex view in the educational context. This article seeks to analyze its dimensions with the aim of identifying parameters that guide the educational actions of GRCòmplex, IRES and GrECC. The analysis was carried out based on the content analysis. Based on the results obtained, aspects of complexity that are shared by three groups were identified, as well as their singularities. The aspects of complexity that are shared by these groups are: a training in which anyone can act in the world and project their future considering some uncertainties involved; studies that address world phenomena and reality, taking controversies, previous ideas and cosmovisions into account; as well as studies referring to an epistemological approach, including school scientific concepts, which are related to social and environmental issues.