Elementos dialógicos y conceptuales del pensamiento complejo y el modelo pedagógico interestructurante: Un diálogo de saberes desde las ciencias sociales

This article analyzes the principles of complex thinking, based on the contributions of Edgar Morin, and its conceptual relationship with the co-structuring pedagogical model (modelo pedagógico interestructurante). From a theoretical perspective, it examines the possibilities for dialogue between both approaches to understand the role of school, comprehensive education, and educational curriculum design in the field of social sciences. Common elements highlighted include the interdependence of knowledge, the contextualization of learning, and the integration of cognitive, socio-affective, and practical dimensions. The analysis suggests that this convergence offers benchmarks for rethinking pedagogical practices and promoting a critical, interdisciplinary, and contextualized understanding of educational reality.