Knowledge and complexity. Contributions to a paradigmatic studies on education

Abstract

This article approaches to the problematic inherent epistemological and paradigmatic to the processes of educative transformation, from a dominion of observation based on the complexity notion. 
In the first place it is made a brief binding map course of the epistemology concept, complexity and its entailment in the understanding of the educative phenomenon, which as well makes possible the problematic configuration of the neuralgic one of the research. Following, the uses methodologic approach is developed and discussed, bases on mapped and analysis of semiotics networks. By last, is indicated some of the results and conclusions around the raises thesis.