Digital Education Technologies From The Perspective Of Complexity Epistemology

Abstract

The objective of this article is to discuss how public policies have guided the inclusion of TDIC in the light of the complexity epistemology of Edgar Morinm which emphasizes the interconnection and interdependence of systems, suggesting an integrated view of knowledge, reinforcing the use of TDICs as a way of enriching learning and helping to meet the complex challenges of contemporary society. For this, we used official documents such as the National Curriculum Parameters (1996), the National Curriculum Guidelines for Basic Education (2013), the Education Guidelines and Bases Law (1996), the National Common Curriculum Base (2018), among others, and authors such as: Santos, Araújo and Sá (2020), Chagas (2021), Heinsfeld and Pischetola (2019), Falcão (2019) and Oliveira (2012), and others. This research is defined as bibliographical, with a qualitative approach and in terms of objectives, it is characterized as exploratory. Finally, it can be seen that the inclusion of TDICs in education, from the perspective of Morin's Complexity Theory, represents a challenge, as their inclusion must go beyond a computerized approach, reconnecting the various types of knowledge, which are sometimes still fragmented. At the same time, it represents an opportunity to shift with historically consolidated paradigms by seeking to use them as socio-cultural and not merely technical artifacts.