Formação cidadã e ética: possíveis articulações da didática complexa com a educação profissional e tecnológica

Abstract

This article aims to examine how Complex Didactics and Transdisciplinarity can be applied in Professional and Technological Education (PTE) to address educational inequalities and promote citizenship education. These approaches suggest principles that help educators align theory and practice in their classes and pedagogical actions. The method used is a detailed literature review, focusing on the theories of Morin (2001; 2003; 2005), Moraes (2008; 2014), Suanno (2015; 2019), and other authors who emphasize the integration of scientific, technical, and social knowledge in the educational process. The study reveals that knowledge fragmentation in PTE institutions hinders students' development by focusing solely on technical skills while neglecting ethical and citizenship aspects. The transdisciplinary approach emerges as an alternative to overcome these barriers, promoting an education that links technical learning with ethical and citizenship education, empowering students to become more critical and reflective participants in real-world contexts. It concludes that adopting these approaches provides a path to democratizing access to education, supporting comprehensive and inclusive training that prepares students for both the job market and the exercise of citizenship, contributing to reducing educational inequalities.