2017-12-212017-12-212010MAGALHÃES, Solange M. O. Experiências de investigação da atitude transdisciplinar no contexto de formação de professores. Psicologia: ensino & formação, São Paulo, v. 1, n. 1, p. 67- 82, 2010.e- 2179-5800http://repositorio.bc.ufg.br/handle/ri/13234The contemporary university faces a reality that has generated many challenges related to the process of teacher formation. In the perspective of rupture of the current paradigm, a series of studies about innovation appear describing a “new configuration of knowledge” with the objective of giving new strength to the act of educating, permitting an emancipator dimension – as it is proposed by the theory of complexity. This study discusses university teaching, its innovation and complexity in an articulated way. It presents complexity as an innovative direction of pedagogical practice in teachers’ formation. We present a pedagogical practice considered as innovative, by teachers and students, according to the objectives reached in the process of teaching-learning. We point out some “signals of complex pedagogical innovation” to identify if / how / which characteristics could be related to complexity.porAcesso AbertoDocência universitáriaFormação de professoresInovaçãoComplexidadeUniversity teachingComplexityTeachers’ formationInnovationArtigo