Focusing readings on the theoretical foundations of the dominant scientific paradigm, in their rationalist-cientificist pleas, determinants in science, in knowing and in the knowledge learned at school, we present the proposition of an education geared towards complexity. This proposition is the so-called emerging paradigm, which aims at overcoming the inertia and reactivity in the traditional procedures for education and teacher training and walk into proactive situations and mobilizing protopias for the implementation of curriculum and educational training actions to promote a more open, flexible and inter-cross learning, which will result in a more human and convivial education.
Paradigms; science and knowledge; education; complexity; teacher training