O paradigma sistêmico e os métodos de ensino adotados pelos educadores na formação em constelação familiar

Abstract

The current study, titled "Systems Thinking and the Teaching Methods Adopted by Family Constellation Educators", was conducted within the Caxias do Sul University's master's degree course in Education, in the research line of Educational Processes, Language, Technology & Inclusion, and had as the main objective to understand the concept of systems thinking and its relation to family constellation as a means of perceiving the imbrications of the teaching methods of family constellation educators. The methodology adopted followed Morin?s proposal (2003), which claims that method is composed of program and strategy. As for program, the data construction took place with the case study (Yin, 2010) and the notion of `collective subjects? brought by Lefèvre, F. and Lefèvre, A. (2003). In the strategic scope, Morin?s `complex thought principles? (2021b) were used. A profound understanding of the theoretical bases of family constellation highlighted the importance of acknowledging that science is in a process of paradigmatic transition. Regarding the shift from a traditional, cartesian, mechanistic paradigm to a non-linear, intersubjective, complex and systemic paradigm, the main theoretical interlocutors who have contributed are Edgar Morin (2021b), Maria Cândida Moraes (1997) and Maria José Esteves de Vasconcellos (2012). The empirical research, carried out with educators from a family constellation training course, revealed that the understanding of systems thinking has an effect on subjective matters, such as a more complex perception of the world, which enables one to consider contradictions and perceive him or herself as a subject inserted in a context. Some of the major challenges found by the educators during their teaching of systems thinking were the heterogeneity of knowledge areas that students come from, and the multiplicity of teaching environments. The methods adopted by the educatorsaim to nullify the dichotomy between theory and practice, emphasizing the life experience aspect, in association with more robust theoretical bases. Given the theoretical and empirical investigation conducted, 'transdisciplinarity' emerged as a possible method, capable of making teaching easier in accordance with systems thinking, as it combines program and strategy. `Transdisciplinarity', as a method, consists of investigations of what moves between a phenomenon's different layers; the materiality of an object. Considering this, practical efforts validate theory, whilst theory is generated by practice. They oxygen and feedback one another in a retroactive, recursive circuit of self-production. This conception may also be applied to different knowledge areas and subjects. As for the possibilities of further investigations, the study points at the importance of them being carried out in accordance with systems thinking, as well as conversing with other knowledge areas and with empirical interlocutors that come from this new paradigm perspective. Besides, in the Education field, there might be the possibility of investigating the applicability of such teaching methods from the learning perspective. [resumo fornecido pelo autor]