[pt] O operador de McKean-Scovel agindo sobre funções que satisfazem condições de Dirichlet é o operador não-linear de Sturm-Liouville mais simples: a não-linearidade é elevar ao quadrado. Nesse texto, demonstra-se uma conjetura que de mais de trinta anos: seu conjunto crítico só contém singularidades de Morin, que podem ter profundidade arbitrária. / [en] The McKean-Scovel operator is the simplest nonlinear Sturm-Liouville operator acting on functions satisfying Dirichlet boundary conditions: its nonlinearity is just taking the square of the incoming function. This text contains a proof of a conjecture from the late 80: its critical set consists only of Morin singularities, which attain arbitrary depth.

Ce mémoire est consacré à l'étude de la nouvelle néo-fantastique. La première partie (recherche), a pour objectif d'étudier les caractéristiques de la nouvelle néo-fantastique, en s'appuyant principalement sur les travaux de la théoricienne Lise Morin et une analyse du recueil de nouvelles Passé la frontière de Michel Dufour. Quant à la deuxième partie (création), elle présente un recueil de dix nouvelles appartenant toutes au fantastique et explorant la thématique de la mort.

Made available in DSpace on 2015-04-14T14:40:41Z (GMT). No. of bitstreams: 1 399479.pdf: 819206 bytes, checksum: 0a2615a8f66001be7207b453251f0c97 (MD5) Previous issue date: 2007-08-16 / O objetivo deste trabalho ? discutir alguns aspectos essencias da epistemologia da comunica??o, privilegiando os t?picos discutidos por pesquisadores do GT de Epistemologia da Comunica??o da Comp?s desde 2001 quando foi criado. Qual ? a delimita??o do campo da comunica??o? Qual ? objeto da comunica??o? Pode-se considerar que as revolu??es tecnol?gicas orientam a comunica??o? Estas s?o algumas das interroga??es nodais que enfrentam aqueles que se dedicam a investigar teoricamente as quest?es referentes ?s ci?ncias da comunica??o, a Comunica??o e a comunica??o. A partir da identifica??o destes dilemas epistemol?gicos apontados por pesquisadores da ?rea da Comunica??o, procura-se fazer dialogar tais quest?es com ?s id?ias apresentadas pelo paradigma da complexidade, proposto por Edgar Morin, nos seis volumes de O M?todo escritos e publicados entre 1977 e 2004. S?o obras que refletem a preocupa??o com a produ??o do conhecimento cien?fico, sendo concebida pelo pr?prio autor como uma s?ntese de seu pensamento epistemol?gico. O paradigma da complexidade de Morin, que se contrap?e a epistemologia moderna, tem sido um instrumento ?til na revis?o de pressupostos te?ricos e metodol?gicos em diversas ?reas do saber a partir da segunda metade das ?ltimas d?cadas o s?culo XX. Acredita-se nesta pesquisa que o mesmo pode acontecer em rela??o ? reflex?o sobre os fen?menos e as teorias da comunica??o. Ap?s analisar o que poderia ser a resposta Morineana para os quetionamentos epistemol?gicos da comunica??o, busca-se refletir sobre a relev?ncia do pensamento tecnol?gico no pensamento comunicacional pautado por uma epistemologia complexa da comunica??o.

Made available in DSpace on 2015-04-14T13:22:21Z (GMT). No. of bitstreams: 1 457057.pdf: 828874 bytes, checksum: 1feef074e932af0e644cda3ca7ef0ec0 (MD5) Previous issue date: 2014-01-15 / This dissertation consists of two articles that seek to understand the contributions of Complex Thinking and small groups (microsocieties) to the construction of knowledge in Social Psychology. The first article, "The Development of Complex Thinking and its Contributions to the Construction of Knowledge in Social Psychology" aimed to understand the development of Complex Thinking and its consequent contributions to the construction of knowledge in Social Psychology. The second one, "The Contributions of Complex Thinking for Social Psychology and the Understanding of Small Groups: an Integrative Review" aimed to understand what contributions of Complex Thinking are present in the articles on small groups searched in different databases. In the first article we discussed, based on authors of Philosophy and Complexity, how the idea of complexity arose in the scientific scenario aiming to understand what contributions from other disciplines were important in the development of Complex Thinking and what contributions may be used in Social Psychology. From concepts such as non-linearity, non-causality and non-objectivity we propose a rethinking about Social Psychology. In the second article, from an integrative review of the articles searched in different databases, we propose to understand the contributions of Complex Thinking to Social Psychology and to the understanding of small groups (microsocieties) through the seven guiding principles proposed by Morin. Complex Thinking allows, at the same time, to conceive emergency levels of reality without reducing it to basic units and general laws. In this way, the understanding of small group is not an easy task, since it is seen as a complex system of units in relationship in which the sum of the parts can be bigger or smaller than the whole and in which emerging phenomena are possible. / Essa disserta??o ? composta por dois artigos que visam compreender as contribui??es do Pensamento Complexo ? constru??o do conhecimento em Psicologia Social, bem como suas reverbera??es na compreens?o da microssociedade pequeno grupo. O primeiro, O desenvolvimento do Pensamento Complexo e suas contribui??es para a constru??o do conhecimento em Psicologia Social teve como objetivo compreender o desenvolvimento do Pensamento Complexo e suas consequentes contribui??es para a constru??o do conhecimento em Psicologia Social. O segundo artigo, As contribui??es do Pensamento Complexo para a Psicologia Social e o entendimento dos pequenos grupos: uma revis?o integrativa teve como objetivo compreender que contribui??es do Pensamento Complexo est?o presentes nos artigos pesquisados em bases de dados sobre pequenos grupos. No primeiro artigo, discutimos, a partir de autores da Filosofia e da Complexidade, como a ideia da complexidade surgiu, de maneira esparsa, no cen?rio cient?fico com o objetivo de compreender que contribui??es de outras disciplinas foram importantes no desenvolvimento do Pensamento Complexo e que contribui??es disso emergem para a Psicologia Social. A partir de conceitos como: n?o-linearidade, n?o-causalidade, n?o-objetividade propomos um repensar acerca da Psicologia Social. No segundo artigo, a partir de uma revis?o integrativa de artigos pesquisados em bases de dados, propomos a compreens?o das contribui??es do Pensamento Complexo para a Psicologia Social e para o entendimento da microssociedade pequeno grupo a partir dos sete princ?pios norteadores propostos por Morin. O Pensamento Complexo permite que, ao mesmo tempo, separe-se e associe-se, que se concebam os n?veis de emerg?ncia da realidade sem reduzi-la ?s unidades elementares e ?s leis gerais. Dessa forma, o entendimento sobre o pequeno grupo ? complexificado, na medida em que ele ? visto como um sistema complexo de unidades em rela??o, no qual o a soma das partes pode ser maior ou menor que o todo e no qual s?o poss?veis os fen?menos emergentes.

Background: Multidrug resistance (MDR) is resistance of cancer cells to multiple classes of chemotherapeutic drugs that can be structurally unrelated. MDR involves altered membrane transport that results in a lower cell concentration of cytotoxic drugs which plays an important role during cancer treatment. P-glycoprotein (Pgp) is localised at the apical surface of epithelial cell in the intestine and it functions as a biological barrier by extruding toxic substances and xenobiotics out of cells (Lin, 2003:54). The ATP-binding-cassette superfamily is a rapidly growing group of membrane transport proteins and are involved in diverse physiological processes which include antigen presentation, drug efflux from cancer cells, bacterial nutrient uptake and cystic fibrosis (Germann, 1996:928; Kerr, 2002:47). A number of drugs have been identified which are able to reverse the effects of Pgp, multidrug resistance protein (MRPI) and their associated proteins on multidrug resistance. The first MDR modulators discovered and studied during clinical trials were associated with definite pharmacological actions, but the doses required to overcome MDR were associated with the occurrence of unacceptable side effects. As a consequence, more attention has been given to the development of modulators with proper potency, selectivity and pharmacokinetic characteristics that it can be used at a lower dose. Several novel MDR reversing agents (also known as chemosensitisers) are currently undergoing clinical evaluation for the treatment of resistant tumours (Teodori et al., 2002:385). Aim: The aim of this study was to investigate the effect of selected flavonoids (morin, galangin, kaempferol and quercetin) at two different concentrations (10 μM and 20 μM) on the transport of a known Pgp substrate, Rhodamine 123 (Rho 123) across rat intestine (jejunum) and to investigate structure activity relationships (SAR) of the selected flavonoids with reference to the inhibition of Pgp. Methods: Morin, galangin, kaempferol and quercetin were evaluated as potential modulators of Rho 123 transport, each at a concentration of 10 μM and 20 μM across rat jejunum using Sweetana-Grass diffusion cells. This study was done bidirectionally, with two cells measuring transport in the apical to basolateral direction (AP-BL) and two cells measuring transport in the basolateral to apical direction (BL-AP). The rate of transport was expressed as the apparent permeability coefficient (Pap,) and the extent of active transport was expressed by calculating the ratio of BL-AP to AP-BL. Results: The BL-AP to AP-BL ratio calculated for Rho 123 with no modulators added was 3.29. Morin decreased the BL-AP to AP-BL ratio to 1.88 at a concentration of 10 μM and to 1.49 at a concentration of 20 μM. Galangin decreased the BL-AP to AP-BL ratio to 1.60 at a concentration of 20 μM. These two flavonoids showed statistically significant results and inhibition of active transport were clearly demonstrated. However, the other flavonoids inhibited active transport of Rho 123 but according to statistical analysis, the results were not significantly different. The two different concentrations (10 μM and 20 μM) indicated that galangin, kaempferol and quercetin showed practically significant differences according to the effect sizes. Morin, however, did not show any practically significant differences at the different concentrations. Regarding .the SAR, it was shown by Boumendjel and co-workers (2002:512) that the presence of a 5-hydroxyl group and a 3-hydroxyl group as well as the C2-C3 double bond are required for high potency binding to the nucleotide binding domain (NBD) of Pgp. All the flavonoids tested had the above-mentioned characteristics. Conclusion: All the selected flavonoids showed inhibition of active transport of Rho 123 and should have an effect on the bioavailability of the substrates of Pgp and other active transporters. This study described the inhibitory interaction of selected flavonoids on Pgp activity. Practical significant differences between the same modulator at different concentrations were also observed. Structure activity relationships were identified describing the inhibitory potency of the flavonoids based on hydroxyl group positioning / Thesis (M.Sc. (Pharmaceutics))--North-West University, Potchefstroom Campus, 2005.

Background: Multidrug resistance (MDR) is resistance of cancer cells to multiple classes of chemotherapeutic drugs that can be structurally unrelated. MDR involves altered membrane transport that results in a lower cell concentration of cytotoxic drugs which plays an important role during cancer treatment. P-glycoprotein (Pgp) is localised at the apical surface of epithelial cell in the intestine and it functions as a biological barrier by extruding toxic substances and xenobiotics out of cells (Lin, 2003:54). The ATP-binding-cassette superfamily is a rapidly growing group of membrane transport proteins and are involved in diverse physiological processes which include antigen presentation, drug efflux from cancer cells, bacterial nutrient uptake and cystic fibrosis (Germann, 1996:928; Kerr, 2002:47). A number of drugs have been identified which are able to reverse the effects of Pgp, multidrug resistance protein (MRPI) and their associated proteins on multidrug resistance. The first MDR modulators discovered and studied during clinical trials were associated with definite pharmacological actions, but the doses required to overcome MDR were associated with the occurrence of unacceptable side effects. As a consequence, more attention has been given to the development of modulators with proper potency, selectivity and pharmacokinetic characteristics that it can be used at a lower dose. Several novel MDR reversing agents (also known as chemosensitisers) are currently undergoing clinical evaluation for the treatment of resistant tumours (Teodori et al., 2002:385). Aim: The aim of this study was to investigate the effect of selected flavonoids (morin, galangin, kaempferol and quercetin) at two different concentrations (10 μM and 20 μM) on the transport of a known Pgp substrate, Rhodamine 123 (Rho 123) across rat intestine (jejunum) and to investigate structure activity relationships (SAR) of the selected flavonoids with reference to the inhibition of Pgp. Methods: Morin, galangin, kaempferol and quercetin were evaluated as potential modulators of Rho 123 transport, each at a concentration of 10 μM and 20 μM across rat jejunum using Sweetana-Grass diffusion cells. This study was done bidirectionally, with two cells measuring transport in the apical to basolateral direction (AP-BL) and two cells measuring transport in the basolateral to apical direction (BL-AP). The rate of transport was expressed as the apparent permeability coefficient (Pap,) and the extent of active transport was expressed by calculating the ratio of BL-AP to AP-BL. Results: The BL-AP to AP-BL ratio calculated for Rho 123 with no modulators added was 3.29. Morin decreased the BL-AP to AP-BL ratio to 1.88 at a concentration of 10 μM and to 1.49 at a concentration of 20 μM. Galangin decreased the BL-AP to AP-BL ratio to 1.60 at a concentration of 20 μM. These two flavonoids showed statistically significant results and inhibition of active transport were clearly demonstrated. However, the other flavonoids inhibited active transport of Rho 123 but according to statistical analysis, the results were not significantly different. The two different concentrations (10 μM and 20 μM) indicated that galangin, kaempferol and quercetin showed practically significant differences according to the effect sizes. Morin, however, did not show any practically significant differences at the different concentrations. Regarding .the SAR, it was shown by Boumendjel and co-workers (2002:512) that the presence of a 5-hydroxyl group and a 3-hydroxyl group as well as the C2-C3 double bond are required for high potency binding to the nucleotide binding domain (NBD) of Pgp. All the flavonoids tested had the above-mentioned characteristics. Conclusion: All the selected flavonoids showed inhibition of active transport of Rho 123 and should have an effect on the bioavailability of the substrates of Pgp and other active transporters. This study described the inhibitory interaction of selected flavonoids on Pgp activity. Practical significant differences between the same modulator at different concentrations were also observed. Structure activity relationships were identified describing the inhibitory potency of the flavonoids based on hydroxyl group positioning / Thesis (M.Sc. (Pharmaceutics))--North-West University, Potchefstroom Campus, 2005.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1938. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [263]-269).

O tema principal deste trabalho é o estatuto teórico da teologia. A cientificidade de qualquer disciplina do conhecimento é dependente principalmente da conceituação de ciência e este conceito é dependente do processo histórico real. Os diversos conceitos de ciência ao longo da história ocidental criaram classificações de ciências que concederam cientificidade para algumas disciplinas enquanto negaram este estatuto a outras. Atualmente, por conta do reconhecimento da falta de um fundamento sólido para o conhecimento, reconhece-se também a impossibilidade de uma definição última do conceito de ciência, de verdade, etc. Reconhece-se cada vez mais que ao lado dos grandes resultados positivos, conseqüência do conceito e método científico moderno, que ainda está em vigor, existem também conseqüências negativas como o distanciamento entre as diferentes ciências e saberes. Para diminuir esta distância, busca-se a religação dos saberes para a qual este trabalho pretende contribuir, especialmente na questão de re-inclusão da teologia entre os saberes válidos. Para isto, no primeiro capítulo, busca-se conhecer a situação atual da fragmentação dos saberes e a tentativa de reverter este quadro por meio do Pensamento Complexo de Edgar Morin. No segundo e terceiro capítulos é apresentado o Sistema das Ciências de Paul Tillich. Em 1923 Tillich escreveu o texto Das System der Wissenschaften nach Gegenständen und Methoden (O Sistema das Ciências segundo objetos e métodos) com o objetivo de encontrar um lugar entre as ciências para a teologia. No Sistema de Tillich, a solução para o problema da unidade e diversidade dos saberes está na característica fundamental do ser humano enquanto espírito, a criatividade. Por fim, no quarto capítulo, são apresentados alguns aspectos relevantes para a religação dos saberes a partir do presente trabalho, como, por exemplo, uma possível conceituação de ciência. / The main theme of this dissertation is the theoretical status of theology. The scientific status of any area of knowledge depends heavily on the respective concept of science. And this concept is, in turn, dependent of the real historical process. The various concepts of science through Western history created science classifications which conceded the status of science to some disciplines and refused it to others. Today, because of the recognition that we lack a solid foundation for knowledge, there is also recognition of the impossibility of an ultimate definition of concepts like science, truth, etc. There has been a growing recognition that, besides great positive results which are consequences of the still dominant modern scientific concept and method, there are also negative consequences, like the distance between different sciences and forms of knowledge. In order to reduce this distance, there has been search for a reunion of forms of knowledge. This dissertation aims to contribute to this process, especially in regard to the re-inclusion of theology among the valid forms of knowledge. In the first chapter the focus is on recognizing the present situation of knowledge fragmentation and the attempt of Edgar Morin to revert it through Complex Thought. The second and third chapters are dedicated to a revisiting of the System of Sciences of Paul Tillich. In 1923, Tillich published his book Das System der Wissenschaften nach Gegenständen und Methoden (The System of Sciences according to Objects and Methods), with the ultimate goal of finding a place for theology among the sciences. In Tillichs System, the solution for the problem of unity and diversity in knowledge lies in the fundamental characteristic of human being as spirit, creativity. Finally, in the fourth chapter some relevant aspects for the reunion of different forms of knowledge are presented, as for example a possible concept of science.

Made available in DSpace on 2013-08-07T18:52:04Z (GMT). No. of bitstreams: 1 000423607-Texto+Completo-0.pdf: 1414726 bytes, checksum: 02360d5db41b64b0e6a7a9008c3a916e (MD5) Previous issue date: 2010 / The great XXI century education challenge is the contradiction between the problems increasingly interdependent and global, and the persistence of knowledge that promotes fragmented and compartmentalized knowledge. Edgar Morin, French sociologist and philosopher proposed a reform of thoughts in a complex way of thinking, which gives grants to more contextualized interpretation of reality. His ideas are a major source of inspiration for rethinking education. Based on the theoretical foundations of Edgar Morin, this paper investigates the elements of a complex thought present in the discourses of science and math teachers. The research group consists on master students of Graduate Program in Mathematics and Science Education, whose methodological approach developed in these disciplines, is problem-analysis and reflection. After oral and written questions, we tried to identify the representations of the concept of complexity, complex thinking and complex elements of thought expressed in the teachers' conceptions of learning. For the investigation were adopted methodological tools such as interviews and questionnaires, suitable for a qualitative approach of data. We made a discursive textual analysis of the "body" of the investigation, so to answer the research questions. Regarding the complexity, the categories that emerged from the speeches showed that teachers understood the complexity as a communicative network and organizer of chaos.In relation to complex thinking, representations were categorized into three forms of thought: socio-cultural, ecologizing and network. In the discourse on student learning, initially we identified the challenges for effective learning. For complex elements of thought that emerged from the speeches, the factors that proved decisive in the construction of complex thinking were: uncertainty, incompleteness, the permanent knowledge construction, self-eco-organization and the cognocent learner. The manifestations of the teachers demonstrated the presence of elements of a complexity of thought, although the issue is not part of everyday vocabulary or training. We conclude that the teachers' discourse shows signs of the emergence of a new paradigm of complex thinking, revealed in their representations on learning. / O grande desafio lançado à educação no século XXI é a contradição entre os problemas cada vez mais interdependentes e planetários, e a persistência de um modo de conhecimento que privilegia os saberes fragmentados e compartimentalizados. Edgar Morin, sociólogo e pensador francês propõe uma reforma do pensamento em direção a um pensar complexo, que dê subsídios para a interpretação mais contextualizada da realidade. Suas idéias vêm constituindo importante fonte de inspiração para repensar a educação. Baseada nos fundamentos teóricos de Edgar Morin, este trabalho investiga os elementos de um pensamento complexo presentes nos discursos de professores de ciências e matemática. O grupo pesquisado é formado por professores que cursam o Programa de Pós-Graduação em Educação em Ciências e Matemática, cuja abordagem metodológica desenvolvida nas disciplinas é problematizadora e reflexiva. A partir de questionamentos orais e escritos procurou-se identificar as representações sobre o conceito de complexidade, pensamento complexo e elementos do pensamento complexo expressos nas concepções dos professores sobre a aprendizagem de seus alunos. Para a pesquisa adotaram-se instrumentos metodológicos, como entrevistas e questionários, adequados para uma abordagem qualitativa dos dados. Foi realizada uma análise textual discursiva do “corpus” da pesquisa, de forma a responder às questões de pesquisa.Quanto à complexidade, as categorias que emergiram dos discursos revelaram o entendimento dos professores da complexidade como rede comunicante e como organizadora do caos. Em relação ao pensamento complexo, as representações foram categorizadas em três formas de pensamento: sócio-cultural, ecologizante e em rede. No discurso sobre a aprendizagem, foram identificados inicialmente os desafios enfrentados para a efetivação da aprendizagem. Em relação aos elementos de um pensamento complexo que emergiram dos discursos, revelaram-se os fatores determinantes na construção do pensamento complexo, como a incerteza, incompletude e construção permanente do conhecimento, a auto-eco-organização e o sujeito cognoscente. As manifestações dos professores demonstram a presença de elementos de um pensamento de complexidade, apesar deste tema não fazer parte de seu vocabulário de uso cotidiano ou de sua formação acadêmica. Conclui-se que o discurso dos professores apresenta sinais da emergência de um novo paradigma de pensamento complexo, revelando-se em suas representações sobre a aprendizagem.

Orientador: Silvio Ancizar Sanchez Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T06:57:40Z (GMT). No. of bitstreams: 1 Silva_MarceloDonizeteda_D.pdf: 2099275 bytes, checksum: 5b09f8337b73605477d64d46c84f0c68 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa aborda a problemática da relação entre educação, ideologia e a teoria da complexidade. São duas as questões norteadoras que orientaram este estudo, que são: 1º Quais as contribuições da teoria da complexidade no processo de produção do modelo pedagógico materializada na realidade brasileira pós-reforma dos anos 1990 e sua influencia na produção da pesquisa e formulação da política educacional nacional? 2º Quais os fatores inovadores que essa abordagem se atribui e quais as críticas perante outras teorias educacionais no contexto brasileiro? As respostas para as questões apresentadas foram elaboradas a partir da leitura e da recuperação de registros sobre apropriação da teoria da complexidade nos grupos de pesquisa no Brasil e da análise das principais obras de Morin sobre a educação e sobre as teorias educacionais no país. São objetivos deste estudo: analisar o contexto histórico da reforma educacional brasileira nos anos de 1980 e 1990 e a sua relação com temática da complexidade; caracterizar as apropriações feitas por essa abordagem, no tocante à produção do conhecimento para que viesse a ser entendida como "o referencial epistemológico da educação contemporânea"; analisar as categorias e os fundamentos metodológicos desse referencial teórico e sistematizar a crítica em relação às questões ideológicas que perpassam a matriz desta produção. Dos resultados obtidos pela pesquisa observa-se que as contradições internas presentes no pensamento complexo, compreendem o eixo ideológico das teorias educacionais que legitimam à lógica excludente dos sistemas de produção atrelados aos sistemas de informação e comunicação. Constatamos, nesse sentido que a teoria da complexidade pode ser entendida como uma das abordagens que adentra ao rol das teorias "novidadeiras", porque é apresentada como uma abordagem que se diz "superadora" das teorias educacionais, anteriormente, desenvolvidas no contexto brasileiro. Constatamos, também na análise sobre os pesquisadores que se apóiam nesta abordagem, explicitam um paradoxo do continuísmo da leitura burguesa, liberal e dominadora presentes no discurso do capitalismo global. Concluí-se que, para que uma abordagem se torne "superadora" dos problemas educacionais de nosso tempo, é preciso que esta tenha como principal objetivo a crítica à ideologia da educação burguesa, no sentido de conduzir a massa para além dos sistemas dominadores do capitalismo. / Abstract: This research approaches the problem of the relationship among education, ideology and the theory of the complexity. 1. Which contributions of the theory of the complexity in the process of production of the pedagogic model materialized in the reality Brazilian after-reform of the years 1990 and does yours influence in the production of the research and formulation of the national education politic? 2. What are the factors that this innovative approach is assigned and what are the criticisms before other educational theories in the Brazilian context? The answers to the questions were drawn from the reading and recovery records on ownership of complexity theory in the research groups in Brazil and analysis of major works of Morin on education and on educational theories in the country. This study aimed to: analyze the historical context of the Brazilian educational reform in the 1980 and 1990 and their relationship to the theme of complexity; characterize the appropriations made by this approach, as regards the production of knowledge that would not be understood as "the theoretical groundings of contemporary education"; examine the categories and methodological foundations of this theoretical and systematize critical of the ideological issues that underlie the production of matrix. The results obtained by the survey notes that the internal contradictions present in complex thinking understand the ideological axis of the educational theories that legitimize the exclusive logic of production systems linked to information systems and communications. We note in this sense that complexity theory can be understood as one of the approaches that enters the list of theories "novidadeiras", because it is presented as an approach that says "surpassing" of educational theories, previously, developed in the Brazilian context. There was also the analysis of the researchers who rely on this approach, explain a paradox of continuity of reading bourgeois, liberal and present in the dominant discourse of global capitalism. We concluded that, for an approach to become "surpassing" of the educational problems of our time we must think of education as an instance helper in the reflection of reality beyond the dominating systems of capitalism. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação