Innovative practice in teacher training from the perspective of complexity epistemology: an experience report

This article aims to analyze the relevance of presenting and reflecting on innovative practice in teacher training from the perspective of complex thinking. We chose the studies of Edgar Morin, who formulates the complexity epistemology. The research problem was: how can Edgar Morin's epistemology of complexity, which embraces the reform of thought and the reconnection of knowledge, support innovative practice in teacher training? The research methodology was qualitative, of the action-research type, which is justified because the author carried out an intervention with teachers, through a three-year experience at a higher education institution in Curitiba, Paraná. The research findings highlighted the importance of including the founding elements of the complexity epistemology in the Institutional Pedagogical Project and in the Pedagogical Projects of the Courses, to bring about a real paradigm shift in teacher training.