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july-december 2018
p-ISSN:1390-325X / e-ISSN:1390-8642 Vol. 13, No. 2, 224-233
http://alteridad.ups.edu.ec https://doi.org/10.17163/alt.v12n2.2017.01
The subject of education’s comprehensive
and complex world
El mundo integral y complejo del sujeto de la
educación
Dr. Iván Valencia Martínez es Profesor Titular de tiempo completo en la Universidad del Atlántico
(Colombia) (ivanvalencia09@hotmail.com) (https://orcid.org/0000-0002-5791-9830)
Dra. Cecilia Dolores Correa de Molina is a professor at Universidad Simón Bolívar (Colombia) (ccorrea@
unisimonbolivar.edu.co) (http://orcid.org/0000-0002-4862-6593)
Received: 2017-05-05 / Revised: 2018-04-02 /Accepted: 2018-05-07 / Published: 2018-07-01
Abstract the transformation. it is an emerging methodological path-
The adoption of an ethnographic method for the way that enables to identify realities, to progress towards
comprehensive formation from the complexity centers it’s comprehensive processes, to validate perceptions and
object of analysis in the education, meaningful scenario rethinking about comprehensive formation and to gener-
to interpret and to identify new forms of grasping the ate attitudes of transformation in the teaching community
educational act, in which pedagogy and teaching approach and the students alike. A comprehensive teaching practice
acknowledged by the educator are fundamental for the from the complexity nurtures understanding and valuing
rebinding of the academic processes. Understanding from the student in his human being condition, grants recogni-
the school that the subject of education is a multidimen- tion in the classroom, necessary for a social context that
sional human being, immersed in a plethora of uncertain- demands inclusion, dialogue and profound ecological and
ties, certainties, doubts, hopes, pipe dreams, situations that human sensitivity.
require compound looks to recognize the connections Keywords: Method, ethnographic, comprehen-
that boosts the social fabric of knowledge. The investiga- sion formation, complexity, education, praxis.
tion method implemented, favors hermeneutic analysis of
the processes that take part in the comprehensive forma- Resumen
tion and takes on the understanding and interpretation La adopción de un método etnográfico para la
in the context of the school, seeking to delve into the formación integral desde la complejidad centra su análisis
symbolism and imageries of the community during the en la educación, escenario significativo para interpretar e
educational act. For this purpose, the appropriation of an identificar nuevas formas de comprensión del acto edu-
ethnographic method of research is a complex process for cativo, donde la pedagogía y la didáctica admitida por
S
Suggested form of citing: Valencia, I., & Correa de Molina, C. D. (2018). El mundo integral y complejo del sujeto de la
educación. Alteridad, 13(2), 224-233. https://doi.org/10.17163/alt.v13n2.2018.06.The subject of education’s comprehensive and complex world
el docente son fundamentales para religar los procesos constituye una vía metodológica emergente identifica-
académicos. Comprender desde la escuela que el sujeto dora de realidades, para avanzar hacia procesos de
de la educación es un ser humano multidimensional, integralidad, validar percepciones y reconceptualizacio-
sumergido en una diáspora de incertidumbres, certe- nes de la formación integral y generar actitudes de
zas, dudas y utopías, situaciones que requieren miradas transformación en la comunidad docente y discente.
complejas para reconocer conexiones que dinamizan el Una práctica docente integral desde la complejidad
tejido social del conocimiento. El método investigativo propicia comprensión y valoración del estudiante en su
implementado, privilegia el análisis hermenéutico de condición de ser humano, otorga reconocimiento en
los procesos que intervienen en la formación integral y el aula, necesario para un contexto social que reclama
asume su comprensión e interpretación en el contexto inclusión, dialogicidad y profunda sensibilidad ecológica
de la escuela, buscando penetrar en las simbologías e y humana.
imaginarios de la comunidad durante del acto educa- Descriptores: Método, etnografía, formación
tivo. Para ello, la apropiación de un método etnográfico integral, complejidad, educación y praxis.
de investigación acción compleja para la transformación,
1. Introduction training and education are categories that coexist
together, but they are not the same and in spite of
This article presents the results of an investiga- being part of the same category there are subtle
tion carried out in Barranquilla, whose main differences among them. Posada (2008) refers
purpose was to propitiate a contextualized and that training is a more universal category, that
teaching pedagogical praxis and transformer covers the human being as a whole; and educa-
of integral formation processes in elementary tion is less universal and refers to the acquisition
school, and starting from the comprehension of and development of more focused elements (val-
the student in his/her condition of being human. ues, knowledge, competencies).
The research was carried out taking into In this scenario, an ethnographic research
account that changing the disciplinary founda- methodology of complex action is proposed for the
tions to arouse the transformations and auto- transformation, seeking not only the recognition
transformations demanded by education due to of the dimension multiplicity of the students
the educational commitments of the students in their human beings condition, but also to
suggests to go beyond the discourse, the norm surpass disciplinary borders to address a dis-
and the law; in other words, it requires a sub- tinct, dynamic, dialectic and systemic vision to
jective discretion of the teacher, expressed in advance towards a transforming and auto-trans-
processes that encourage the commitment of the forming conception of education, with a critical,
academic community, if taken into consideration human and inclusive vision. In this regard “it
the necessity of reconsidering the conception must be recognized the different human dimen-
of school to work on the internal and external sions and the commitment that teachers have to
contradictions and to restate them in a sensitive develop each of them. As educators, teachers are
human environment (Hernández, 2014, p. 234). responsible for the development of the cognitive
The integral formation glimpses new posi- dimension of the students, but teachers have
tions of observation and construction of theo- equal responsibilities in training “(De Zubiría,
ries not on the education but on education in 2013, p. 195).
systemic relation with the formation and in the An emerging conception of complexity
comprehension of other logics in the problem- implies understanding the problems of human-
atic fields that it approaches, for the explanation ity from a holistic perspective, where the whole,
and didactic action of the training processes in uncertainty, chaos, systemic, transdisciplinary
the different levels where it interacts. However, and complex will be conceptual references that
Alteridad. 13(2), 224-233 225Dr. Iván Valencia Martínez / Dra. Cecilia Dolores Correa de Molina
will allow a better understanding of the human human knowledge in the face of integral train-
being in the context of a world; in other words, ing, where paradigms, theories and current
Heisenberg says (cited by Martínez, 2011b, p. 88): beliefs entered into crisis, is to recognize a par-
“it seems a complicated set of events in which all tial development from the disjunction, although,
sorts of connections are altered, overlapped or it hinders the comprehension and integral for-
combined and; thus, determines the whole.” mation of the student in his/her condition of
Appropriating the problems of education human being.
and educators from the complexity approach In this way, the positivist model is refuted
(Prigogine & Stengers, 2002) is to converge dia- and it was underpinned towards an emergent
lectic, dialogic and systematically different theo- qualitative methodology, where the school rec-
ries and disciplines with the purpose of causing ognizes the subject-object (student dimensions)
new knowledge without disciplinary properties. in the physical, chemical and biological aspects
Recognizing new scenarios from a com- on the one hand; and the psychical, social and
plex and transdisciplinary approach that allow spiritual on the other; as a unit and systemic
comprehensive understanding of the systemic peculiarity, in a socioeconomically categorized
processes that form the education-training of context where “food and affection” (Martínez,
students within the framework of a school that 2009, p. 9), be understood systemically and holo-
propitiates academic processes from an articu- gramatic articulated in a cultural set, with deep
lating aspect, is to move towards other method- human sensibility, with defined but not defini-
ological options that support the auto-transfor- tive peculiarities, where the whole is continuous
mation and transformation of the individual. and discontinuous in a permanent dialectic of
It is valid to recognize the efforts that qualitative changes.
other theoretical currents have already initiated
from the school, such as the social critic, the 2. Theroretical frame and
problematic teaching, active pedagogy, concep-
tual pedagogy, socio-cultural learning, among
integrated methodology
others, to seek fundamentals and pedagogical An ethnographic methodology of complex action
strategies that support the formation of human research for the transformation (Valencia, 2016)
being within the framework of a policy that is not based on the mere and classical descrip-
objectifies the quality of education. tion and analysis of the phenomenon (passive
The complex hermeneutic as a method- observation, deliberation and speculation of the
ological option from the formation-education dimensions), on the contrary, it penetrates to the
admits the knowledge from the whole, in a con- level of reality (Nicolescu, 2011) that reveals the
tinuous and discontinuous dialectic that makes context to understand, to relink, to systematize,
knowledge an integrative and differentiating to validate integrally the findings in a scenario of
process. Morín (quoted by González, 2008) says encounters and disagreements of imaginary, and
that “what is in a whole is a thought that relates symbols taking into account a praxis that admits
and opposes the isolation of objects of knowl- “the confrontation of antagonistic needs, the cre-
edge...” .... “the complex would be an element ation of a new reality inside and outside humans,
of transformation, so it is necessary to think of in which the imaginary is transmuted, where the
education as a transformation of the individual real is torn and opened” (Morín, 2010, p. 37)
and the society.” to “learn, unlearn and relearn” (Toffler, 1993,
To respond from school to the cultural p. 271), in a qualitative dialectical action that
changes and scientific advances achieved from allows an uninterrupted reconceptualization of
the various areas and disciplines of social and the being in the context of its integral formation.
226 © 2018, Universidad Politécnica Salesiana, Ecuador.The subject of education’s comprehensive and complex world
Figure 1. Representation of the Ethnographic methodology category of complex action for the transformation
Source: Valencia Martínez, 2016.
From this perspective, the observer ated with active observation; connection, decon-
immerses in the revealed reality, it is part of it, struction and conceptual reconstruction, and
emitting and receiving reciprocally influences praxis for the complexity of the processes.
of the object of inquiry, with the idea of not This methodological category unveiled in
reaching principles of causality. According to Table 1 served as a benchmark for the implemen-
Heisenberg this implies with uncertainty the tation and development of the doctoral thesis
“observer affects and changes the reality that “Comprehensive training and complexity in high
studies” (Martínez, 2000, p. 16); therefore, it is no school” that in addition to articulating to the
longer possible to reach principles and goals, but objectives of the research, it was also identifying
to generate attitudes of transformation in teach- the research strategies in accordance with the
ers and students from disciplines and beyond context and specific circumstances that revealed
disciplines, identifying a complex structure that the studied reality. A significant importance for
methodologically assumes components associ- this process:
Alteridad. 13(2), 224-233 227Dr. Iván Valencia Martínez / Dra. Cecilia Dolores Correa de Molina
An initial exploratory and mental opening in a climate of mutual trust “that can only be
approach to the problem to be investigated, validated through lock-free dialogue” (Elliott,
(...) the use of multiple and intensive research 1994, p. 26).
techniques with emphasis on participant The main aspect for a type of complex
observation and interview with representative ethnographic research developed in a school con-
informants... which supports an interpretative
text is to sensitize and consolidate a teamwork
framework that highlights the important role
of the set of variables in their natural context
integrated by executives, teachers, professors, stu-
for the determination of behavior, and that dents and parents, able to oppose, articulate and
emphasizes the holistic and ecological inter- complement each other from their role as profes-
relation of behavior and events within a func- sionals, in order to face the problems presented
tional system (Martínez, 2011, p. 200). by young people in a world that is full of a system
that tends to dehumanize; therefore, it is neces-
However, the implementation of an ethno- sary to work with the disciplinary contents and
graphic method of complex action research for with the non-disciplinary content that emerge in
the transformation does not rule out the appro- the classrooms, having as main target the human
priation of a qualitative-phenomenological development (Batalloso and Moraes, 2012, p. 88).
approach, given that It is essential to validate the epistemo-
logical, theoretical and methodological processes
It offers an alternate and different point of from an experience of investigation in the class-
view of the positivist about the objectivity and room, and propitiated from an environment
appropriate methods for the study of human
that eases the investigative process, in order to
behavior. Basically, this orientation holds that
generate the attitudes of cognitive and human
social scientists cannot comprehend human
behavior without understanding the internal transformation required by an educational com-
framework of reference from which individ- munity. “The methodology used by the teacher
uals interpret their thoughts, feelings and to teach... should promote the development of
actions (Martínez, 2011, p. 201). thought, which goes from simple approximation
or demonstration to the most complex learning
Thus, the formulation of the ethnographic situation” (Villalobos, 2001, p. 5).
method of complex action research for the transform-
ation allows understanding, complementing and 3 Analysis and results of the
“interpreting what happens from the standpoint of
those who act and interact in the problem” (Elliott,
methodology used
1994, p. 25), in addition to other social actors pres-
3.1. Complex praxis, generator of
ent in the near or distant environment; therefore,
it is necessary to specify what “happens”, since “it transformation in the integral for-
becomes intelligible in relation to the subjective mation in the classroom
meanings that the participants conform. That is
the reason interviews and the participant observa- The reality or level of reality that involves the
tion are important research tools in a context of educational world in schools reveals a diverse
research-action” (1994, p. 25). and rich scenario in social and cultural experi-
In a context of complex educational ences that often find no opportunity of expres-
research, its community owns and actively par- sion in the classroom, due to the presence of
ticipates in the study and research, has access to dominant mental and imaginary codes that have
the information, systematization, interpretation been legitimized from disciplinary power.
and approval of the findings, which is developed The breakdown of disciplines (multiplic-
ity of scientific areas and increasingly open
228 © 2018, Universidad Politécnica Salesiana, Ecuador.The subject of education’s comprehensive and complex world
society models, the disappearance of barriers in uncertain, to the unknown, to the dark, that gen-
communication and the globalization of infor- erate a typology of fears that invades the objective
mation) is forcing the consideration of much and subjective world of the human beings that
more powerful models of analysis compared to are part of this community, emerging the fear, the
those that were typical of a single disciplinary doubt and distrust, that is, the fear of failing.
specialization. The fear of failing in the classroom is the
The complexity of the world and the cur- fear of losing the “power” and “control” that
rent culture forces to analyze the problem from gives the partial knowledge of the discipline, not
different and multiple perspectives, otherwise, to do so is to give space to other knowledge that
it is easy to affect the results by the denomina- circulates in the thought of the individual, often
tions imposed by the selectivity of the analysis denied and misunderstood because they escape
perspectives (Torres, 1998, pp. 29-95). from the knowledge and disciplinary control that
Using methodologies that enable the free the teacher possesses. Failing in the classroom
implementation and articulation of interdisci- may imply defying the positivist certainty of
plinary knowledge constitutes an opportunity to knowledge, it is to open different epistemological
“entwine knowledge and see all possible edges of pathways that interrogate uncertainty and make
construction.” This is where the transdisciplinary possible the emergence of new critical-social
plays an important role in the research processes” visions; context that demands a type of teachers
(Nicolescu, 2002 cited by González, 2009, p. 14). with integrative knowledge, who challenge the
The tendency of a disarticulated disciplinary cog- disjunction and bet on sensitive whole that is
nitive education of disciplines and of formation likely to cause a hologramatic understanding of
allows identifying “the fragmented conception of the big challenges faced by education nowadays.
the knowledge, the division between the theory Formation, as an educational category,
and the practice that have characterized the cur- has caused controversy since antiquity, passing
ricula must be surpassed by interdisciplinary cur- through the classics, contemporaries and cur-
ricular proposals” (Correa, 2004a, p. 241). rent times, in which stand theorists like Plato,
Nevertheless, the school advances using Aristotle, Humboldt, (Gadamer, 1999), (Guy,
disciplinary curricula where “the traditional con- 2000; Orozco,1999; Tobón, 2010; Nova, 2013 and
cept of science and its empirical experimental Correa, 2009), respectively, among others, who
method seem to constrain and imprison the have created valuable scientific contributions
creative imagination of thoughts” (Martínez, that still recreate and controvert the various
2011, p. 18), marking limits, which imprison the viewpoints that each field suggests.
being in a world that is not real, generating new However, to form integrally a human
frontiers that limit the diaspora from a thought being is to recognize the existence of a multidi-
“that recognizes and treats the multidimensional versity of dimensions that are present in the indi-
phenomena instead of isolating each one of its vidual. This implies breaking or approaching the
dimensions... a thought that isolates and sepa- frontiers that the objective and subjective world
rates must be replaced by one that distinguishes has created to keep unscathed the Cartesian
and integrates” (Morin, 2000, p. 10). principle of dispersal.
The disciplines in the context of soci- The teacher must recognize that disciplin-
ety knowledge reach partial truths; however and ary detachment is also an emancipatory process,
despite of dealing with shortsighted truths, the allowing him/her to understand the world that
evident resistance to change seems unwavering is characterized by “interconnections to a broad
in the teaching thought to challenge the science; and global level” (Martínez, 2009, p. 20) which
it would be up to him/her to give a step to the implies, moving towards the problem and sys-
Alteridad. 13(2), 224-233 229Dr. Iván Valencia Martínez / Dra. Cecilia Dolores Correa de Molina
temic integration of knowledge and know-how. standing and interpretation from the positivist
Bertalanffy, L. Von, et al. (1981, p. 47), express science; however that world is immersed in a
that “humans live in a world of systems from the dialectical interweaving of ideas, passions, frus-
atom to the galaxy”. trations, hopes, contradictions, uncertainties,
It suggests processes of change to the ways blindness, feelings that travel individually and
of acting, feeling, thinking and doing; nevertheless, collectively in the objectivity and subjectivity of
resistances in some teachers governed by principles the human being, which can hardly be analyzed;
of cognitive inflexibility hinder their connection, overcoming that theoretical and methodological
generating a divorce between the thought and the obstacle requires integrative visions capable of
acted, maintaining a kind of “aimlessly” equilibri- recognizing the whole in the parts, and the parts
um that delays the essential academic and training in their systemic relationship with the whole,
processes from a qualitative dialectic. that is, to appropriate rebinding processes of a
Transformation and self-transformation hologramatic and complex thought.
are systemic acts inherent to the individuality The human being is complex by nature,
of being, in which social, cultural and genetic a disciplinary vision only illuminates a part of
aspects intervene; therefore, are not propitiated by the cognitive darkness, an inter-and transdisci-
the norm, law, regulation and/or training, but by plinary vision opens a diaspora of interconnec-
the person. In this sense, the history records the tions that approximate the comprehension and
mass attendance of teachers to training meetings, interpretation of the reality in which is immersed
justified many times by countless reasons rang- the Integral world of the student, where “trans-
ing from the most exotic to the most unlikely, disciplinarity would be an emerging superior
converting these scenarios into spaces of dialogue knowledge, product of a dialectical and feedback
supported by routine and mechanized actions and movement of thought” (Martínez, 2011a, p. 67).
once teachers return to the classroom, separate Nevertheless, adopting an ethnographic
practice from theory and vice versa. investigation with complex vision in a domain
However, it is not a question of invali- area and disciplinary control is to open a sym-
dating or denying the existence of pedagogical bolic battle of ideas, concepts, perceptions and
teaching qualifications strategies that still have imaginary events, is to fight against mental
a conceptual validity in the school and outside schemes that have long remained as protectors of
it, favoring positive experiences for the fulfill- the inalterability and certainty that produces sci-
ment of the goals that consensually agrees to ence, characterized by displaying a strong resis-
institutional planning; instead, the idea is to tance to change, transformation and uncertainty.
identify a methodological strategy of conceptual An ethnographic method of complex action
and contextual relevance that would case episte- research for the transformation is an experience
mological imbalance in the teaching and student of innovative field, it means challenging from the
community, that is, to provoke evident changes classroom the relentless teaching resistance pro-
of attitude in a systemic praxis between cogni- voked by the disciplinary dependence. It is not
tion and integral formation. the recording of voices, ways of acting, thinking,
and dressing, or what should passively be in the
3.2. Theoretical and methodological daily activities especially when the presence of
contributions from the complex to the researcher alters the organizational climate
the integral formation and causes a kind of “prevention”, among others,
because the results of a research that investigates
The academic world undergoes countless cat- pedagogy and teaching didactics can jeopardize
egories that often find a partial level of under- the entrusted social commission.
230 © 2018, Universidad Politécnica Salesiana, Ecuador.The subject of education’s comprehensive and complex world
Without altering the ethics of the infor- of these new analytical units that are proper of a
mation and the consensus endorsed from the school with conceptual and contextual relevance.
school organizations, an ethnographic method The classroom becomes a pleasant space
of complex action research for the transforma- for the interlocution of knowledge and know-
tion contemplates the implementation of diverse how; in this way, the teachers admit that their
pedagogical and didactic strategies that gain students are also human beings integrated by
contextual relevance at the time of generating a multiplicity of interconnected dimensions
epistemological imbalances in an educational among them.
community. Pedagogical and didactic innovation is
The voices and perceptions emitted by the fundamental to stimulate learning differentia-
key actors of the educational community, when tors, typical of those classroom scenarios that
taken to the classroom or the institutional stage recognize all viewpoints as synonymous of con-
of teaching convergence, can generate a kind of sensus and dissent, guarantors of a dialectical
epistemological resonance that causes according circulation of ideas, thoughts and knowledge.
to the attitude, reflection, anxiety, helplessness or The school as a whole is dialectical by
transformation; that is, to put the voices of the nature, and reveals many faces, many tensions,
interlocutors at the same time they develop the characteristic of a human dynamic that is per-
educational act, propitiate an environment of manently subjected to cognitive and training
reciprocal analysis with the particular forms of imbalances. This speed of knowledge puts at risk
thinking, feeling and acting of the teacher. the linearity of the “truth”; the world is com-
This produces a kind of “negotiation” plex, changeable, systemic, open to emerging
between the unveiled reality and the objective knowledge, articulated to a classroom scenario
and subjective world of education, expressed in where doubt, question, uncertainty, are perma-
a change of attitude that is visibly validated and nent challenges for the teacher and the school.
endorsed by the educational community. Structural premises to consider that the
The qualitative intention is expressed by school institution should propitiate educational
integrating a more integrative pedagogical and qualification scenarios in processes of integral
didactic appropriation with sensitivity and affec- formation from the complexity, with the purpose
tion that create a school environment that leads of interweaving interdisciplinary knowledge
to a better learning process in a classroom that broaden cognitive, training, integrative and
scenario that assumes its own self-assessment human visions.
articulated to the missionary processes of the This context of realities warns the need
educational community, from a hologramatic, to initiate an integrative curricular reform of
comprehensive, interpretative and evaluative knowledge with holistic vision (Guyas Fitch et
dynamic of the student as a human being to al., 2015), own of institutions that have identi-
“reconcile the viewpoints according to principles fied the plus differentiator associated with the
and values” (D´Angelo, 2005, p. 159). multiplicity of knowledge, to link the teaching
The valuation, recognition and insertion community to cognitive and human integral
of the popular knowledge that accompanies processes, with the intention of cultivating new
the daily life of the students, and the systemic pedagogical culture that along to the use of new
articulation of knowledge between disciplines at didactics can make of the pedagogical model a
the time of developing the classes, propitiate self- dialogic and multidimensional opportunity by
esteem, responsibility, security and participation emerging reality that encourages conditions to
among students, making possible the emergence interlace the intangible socio-cultural present in
Alteridad. 13(2), 224-233 231Dr. Iván Valencia Martínez / Dra. Cecilia Dolores Correa de Molina
the family unit to the cognitive and formative many times not seen by the teacher, because his/
complementarity processes of the school. her priority is focused on the “compliance” of
Scenario to accentuate the diverse cultural the topic and the program, and visualizing these
participation from the promotion and recognition perceptions in the classroom, produces method-
of the other, taking into account values, emotions, ological and didactic imbalances.
skills and competencies, suggestive perspective to To get rid of the disciplined power is
stimulate permanent processes of self-evaluation to reach the emancipation of ideas, to move
from the classroom, mediated by the voices of the towards the autonomy of the thought, which
individuals involved in education. means that “education must be understood as
Education is a systemic interweaving of a non-manipulative influence of the students,
know-how and social knowledge; there are mul- teachers, parents and mothers: its goal will be to
tiple and linked perceptions that reach the stu- help people develop their autonomy, the funda-
dent, reason for which it is considered necessary mental principle of integral training” (Correa,
that teachers maintain integral visions, regardless 2004b, p. 61).
the educational level or grade of the individual. Mediating the intersubjective codes of
Overcoming the objective and subjective students and teachers means culturally interven-
resistances constitute a structural challenge for ing the imaginary world, ideologies, fears and
the teacher, and to liberate the linear thought resistances, which accompany the individuality
and move towards thoughts and interdisciplin- of the human being, that is, to culturally make
ary knowledge is to make a qualitative step them change and transform to move towards a
towards the emancipation of the human being. new conceptual experience of the school:
Therefore, the attitude of change and transfor- (…) A deep reflection can be obtained
mation is an individual act that requires a deep from it, and a great reflective event with each of
and decisive articulation between thinking, feel- these aspects, because a new approach for high
ing and acting. This implies recognizing the own school can emerge with the possibility of resort-
dimensions and the ones proper of the objective ing to another way of thinking, living, or being
world. That is the only way to advance towards a (Peñalver 2003, p. 3).
process of understanding the whole and complex It is necessary to promote changes and
world of the individual. transformation from the classroom, because
“its mission is not the transfer of content and
4. Conclusions knowledge, but rather to provide students the
competences to progress and to order what has
Disciplinary dispersion in an epistemolog- been learned: learning to learn” (Fuentes, 2011,
ical constraint for the integral knowledge; the p. 6), also to promote sensitive to be involved by
ignorance of interdisciplinary knowledge produces intellectual currents and not tied to normative
harmful effects for the training framed in a type of formalism, to make of school a pedagogical and
classroom where the teacher takes a selective strat- didactic laboratory that favors the completion
egy of interlocution in individuals, skewing the col- of the dream to conceive education as a com-
lective intervention and propitiating another type plex systemic process of integral formation with
of dispersion that affects the freedom and curtails sensitivity and human and ecological integrality,
the interaction of different knowledge. in the context of a school that recognizes and
Discipline is the power of the teacher in uses the multidimensionality of the student as a
the classroom, and it produces interdisciplin- human being, who is protagonist of knowledge
ary blindness because students globalize their and relevant learning in the context of an emerg-
questions, show signs of inconformity that are ing reality.
232 © 2018, Universidad Politécnica Salesiana, Ecuador.The subject of education’s comprehensive and complex world
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