2019-08-232019-08-232008RABELO, Danilo. Abordagens complexas: algumas premissas educacionais no Cepae. Revista Solta a Voz, Goiânia, v. 19, n. 2, p. 151-163, 2008. Disponível em: https://www.revistas.ufg.br/sv/article/view/5903/4607.2236-0514http://repositorio.bc.ufg.br/handle/ri/17988The impact of the cyberculture and some theories on the knowledge in the information society, at the last decades, has leaded the educators to rethink their theoretical and methodological presuppositions in the learning and teaching process. In this context, a cognitive ecology (Lévy) rethinks and criticizes the rationalism and the traditional ways of apprehending and understanding the knowledge and human relationships with the real and virtual ambient. Thus, a rhizomatic and complex web of theories, promoting a transversal or transdisciplinar dialogue (Morin) and of retroactivity or reversibility was established in the academic milieu and, many times, has mobilized the public opinion. New conceptions about intelligence (Gardner), mind (Minsky), leisure (De Masi) etc. have over passed the dual and essentialist vision of opposite poles, the fragmentation of knowledge and the reductionism. Applied to education, these humanist approaches are aimed not only to the formation of citizens, but also to the symbolic representations of new ways of life – inner life – as social necessities. These are some premises that guide some educational experiences at Cepae.porAcesso AbertoSociedade de informaçãoHumanismoTransdisciplinaridadeReversibilidadeEducaçãoInformation societyHumanismTransdisciplinar knowledgeReversibilityArtigo10.5216/rp.v19i2.5903