Currículo para el Desarrollo del Pensamiento Bioético en Profesionales de la Fisioterapia / Curriculum for the Development of Bioethical Thinking in Physiotherapy Professionals

Introducción. Todo ser humano necesita gozar de bienestar y ser reconocido como un sujeto activo en el desarrollo de la sociedad, por lo que la administración pública debe garantizar, respetar y proteger el derecho a la salud, el cual ha sido transgredido en las últimas décadas, vulnerando a la población a nivel mundial. Objetivo. Fundamentar teórica, metodológica y epistemológicamente la propuesta de un currículo, que desarrolle el pensamiento bioético en el profesional de la Fisioterapia. Métodos. Se sustenta en el paradigma sociocrítico y en la investigación acción educativa, desde la visión de Miguel Martínez-Miguélez, que busca reconceptualizar la indagación en el aula en términos participativos, relacionándolo con las actividades propias del quehacer educativo, como es la construcción y desarrollo del currículo. Resultados. Con el proceso investigativo se construyó ­en colectivo­ la definición del concepto de pensamiento bioético y se diseñó un currículo prácti-senti-pensante para los estudiantes de Fisioterapia, a partir de la pedagogía sentipensante y del paradigma del cerebro triádico (o triúnico) que interrelaciona las acciones, los sentimientos y los conocimientos en la formación humana de los futuros fisioterapeutas. Conclusiones. El currículo práctisentipensante trasciende a una estructura cognitiva trinitaria, resaltando la importancia de entrelazar las disciplinas por la supervivencia del ser humano y el equilibrio del planeta, destacando lo humanístico y la bioética, a través de un currículo que evoca a la reflexión de la comunidad educativa con el fin de articular lo desunido.

Background. Every human being needs to enjoy well-being and be recognized as an active subject in the development of society, so public administration must guarantee, respect and protect the right to health, which has been transgressed in recent decades, violating the population worldwide. Objective. To theoretically, methodologically and epistemologically base the proposal of a curriculum that develops bioethical thinking in the Physiotherapy professional. Methods. It is based on the socio-critical paradigm and educational action research, from the vision of Miguel Martínez-Miguélez, who seeks to reconceptualize inquiry in the classroom in participatory terms, relating it to the activities of educational work, such as construction and development of the curriculum. Results. With the research process, the definition of the concept of bioethical thinking was built ­collectively­ and a practical-senti-thinking curriculum was designed for Physiotherapy students, based on senti-thinking pedagogy and the paradigm of the triadic (or triune) brain that interrelates actions, feelings and knowledge in the human training of future physiotherapists. Conclusion. The practical thinking curriculum transcends a trinitarian cognitive structure, highlighting the importance of interweaving the disciplines for the survival of the human being and the balance of the planet, highlighting the humanistic and bioethics, through a curriculum that evokes the reflection of educational community to articulate the disunited.

The impact of national culture in the development of complexity reasoning skills: An international comparison.

There is a clear inequality in gender distribution for the STEM areas (Science, Technology, Engineering, and Mathematics). Furthermore, there is a noticeable lack of diversity and a socio-economic gap that requires actionable solutions. To explore potential factors that affect the participation of women in STEM, this paper reviews two possible groups of determinants: national culture and complexity thinking. A survey with 684 respondents from higher education institutions in Chile, Ecuador, Mexico, and Spain was undertaken. The instrument measured four components of complexity thinking namely critical, scientific, innovative, and systemic). Using analysis of variance between two groups and between multiple groups, differences were observed between the countries' samples and between genders. Once the significance was confirmed, boxplots for each dimension were elaborated to facilitate the visualization of the distributions. The scores were compared with the national culture values to seek possible behavioral patterns in the data. The results reveal two groups between the observed countries. Also, there are clear indications of a relationship between the national culture dimensions and the complex thinking components.

Perception of the Level of Competency of Candidates for Graduation: A Multidisciplinary Approach to Complex Thinking.

Complex thinking is a cognitive skill that focuses on the integrated analysis and synthesis of information with a systemic and critical perspective that enables creative decision-making in the face of complex realities or challenges. At the educational level, it is valued as a transdisciplinary competency, meaning it is relevant for individuals regardless of their profession or field of study. This article presents the results of measuring the perceived achievement of complex thinking among 830 graduating students from a technological university in Mexico, aiming to identify possible significant differences based on their discipline or major. Methodologically, a multivariate descriptive statistical analysis was performed using R and RStudio software, including calculation of means and standard deviations, violin plots, boxplot and ANOVA significance analysis, and t-test. The results show that the differences were not statistically significant in all the disciplines, although it is possible to note significant differences, which reveals a differentiated behavior in the process of formation and development of complex thinking according to the discipline of study. In conclusion, the present study shows that the students' areas of training are associated with differences in perception of complex thinking and its associated sub-competencies, thus differentiating this ability in their graduation profile. This article contributes to the existing literature on the formation and development of complex thinking and its sub-competencies as relevant professional skills for lifelong learning.

Gender prediction based on University students' complex thinking competency: An analysis from machine learning approaches.

This article aims to study machine learning models to determine their performance in classifying students by gender based on their perception of complex thinking competency. Data were collected from a convenience sample of 605 students from a private university in Mexico with the eComplexity instrument. In this study, we consider the following data analyses: 1) predict students' gender based on their perception of complex thinking competency and sub-competencies from a 25 items questionnaire, 2) analyze models' performance during training and testing stages, and 3) study the models' prediction bias through a confusion matrix analysis. Our results confirm the hypothesis that the four machine learning models (Random Forest, Support Vector Machines, Multi-layer Perception, and One-Dimensional Convolutional Neural Network) can find sufficient differences in the eComplexity data to classify correctly up to 96.94% and 82.14% of the students' gender in the training and testing stage, respectively. The confusion matrix analysis revealed partiality in gender prediction among all machine learning models, even though we have applied an oversampling method to reduce the imbalance dataset. It showed that the most frequent error was to predict Male students as Female class. This paper provides empirical support for analyzing perception data through machine learning models in survey research. This work proposed a novel educational practice based on developing complex thinking competency and machine learning models to facilitate educational itineraries adapted to the training needs of each group to reduce social gaps existing due to gender.

Complex thinking and social entrepreneurship. An approach from the methodology of compositional data analysis.

This article describes a study that sought to identify the correlation between social entrepreneurship and complex thinking competencies in a population of Mexican students. The article uses the novel approach of compositional data analysis. Compositional data analysis focuses on studying data that are part of a whole, whose importance lies in the relative information between its parts and not in absolute values. The analysis allows us to identify an association between the competencies and find statistically significant relationships between sub-competencies. In particular, correlations can be seen between the sub-competencies of scientific thinking and critical thinking with the sub-competency of self-control, leadership, and social awareness and social value. Furthermore, a correlation is observed between systemic thinking with the sub-competency of social awareness and social value, self-control, and leadership sub-competencies. In a practical way, this article introduces the compositional data analysis methodology to the academic educational literature focused on the study and measurement of competencies, opening possibilities for more precise, broad, descriptive analyses not achieved with other methodologies.

Traits of Complex Thinking: A Bibliometric Review of a Disruptive Construct in Education.

The purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as "complex thinking", "complex thought", and "reasoning for complexity", all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence.

Excel Methods to Design and Validate in Microelectronics (Complementary Metal-Oxide-Semiconductor, CMOS) for Biomedical Instrumentation Application.

CMOS microelectronics design has evolved tremendously during the last two decades. The evolution of CMOS devices to short channel designs where the feature size is below 1000 nm brings a great deal of uncertainty in the way the microelectronics design cycle is completed. After the conceptual idea, developing a thinking model to understand the operation of the device requires a good "ballpark" evaluation of transistor sizes, decision making, and assumptions to fulfill the specifications. This design process has iterations to meet specifications that exceed in number of the available degrees of freedom to maneuver the design. Once the thinking model is developed, the simulation validation follows to test if the design has a good possibility of delivering a successful prototype. If the simulation provides a good match between specifications and results, then the layout is developed. This paper shows a useful open science strategy, using the Excel software, to develop CMOS microelectronics hand calculations to verify a design, before performing the computer simulation and layout of CMOS analog integrated circuits. The full methodology is described to develop designs of passive components, as well as CMOS amplifiers. The methods are used in teaching CMOS microelectronics to students of electronic engineering with industrial partner participation. This paper describes an exhaustive example of a low-voltage operational transconductance amplifier (OTA) design which is used to design an instrumentation amplifier. Finally, a test is performed using this instrumentation amplifier to implement a front-end signal conditioning device for CMOS-MEMS biomedical applications.

Toward a More General Understanding of Bohr's Complementarity: Insights from Modeling of Ion Channels.

Some contemporary theorists such as Mazzocchi, Theise and Kafatos are convinced that the reformed complementarity may redefine how we might exploit the complexity theory in 21st-century life sciences research. However, the motives behind the profound re-invention of "biological complementarity" need to be substantiated with concrete shreds of evidence about this principle's applicability in real-life science experimentation, which we found missing in the literature. This paper discusses such pieces of evidence by confronting Bohr's complementarity and ion channel modeling practice. We examine whether and to what extent this principle might assist in developing ion channel models incorporating both deterministic and stochastic solutions. According to the "mutual exclusiveness of experimental setups" version of Bohr's complementarity, this principle is needed when two mutually exclusive perspectives or approaches are right, necessary in a particular context, and are not contradictory as they arise in mutually exclusive conditions (mutually exclusive experimental or modeling setups). A detailed examination of the modeling practice reveals that both solutions are often used simultaneously in a single ion channel model, suggesting that the opposite conceptual frameworks can coexist in the same modeling setup. We concluded that Bohr's complementarity might find applications in these complex modeling setups but only through its realistic phenomenological interpretation that allows applying different modes of description regardless of the nature of the underlying ion channel opening process. Also, we propose the combined use of complementarity and Complex thinking in building the multifaceted ion channel models. Overall, this paper's results support the efforts to establish a more general form of complementarity to meet today's complexity theory-inspired life sciences modeling demands.

Predictive Sequential Research Design to Study Complex Social Phenomena.

Social phenomena in their simplest form share infinite complexities and relationships, and by interacting with other entities, their levels of complexity become exponentially inexplicable and incomprehensible. Using a single form of study in complex phenomena could be insufficient, and new forms of analysis should be opened that allow for observing the multidimensionality of study problems from integrative perspectives. The emergence of research using mixed methods attempts to reconcile these methodologies through integration, configuring a stage of interconnection between research paradigms that cause cuts and leaks that may or may not be consistent with the study's object. At the time of integration, vices can be created by specific value and subjectivity judgments, with investigative diffraction being an alternative to extend integration through data fracture and redirecting the object of study. This work proposes a Predictive Sequential Research Design (DISPRE) for complex social phenomena, which uses fuzzy logic as a tool to solve the information biases caused by the investigative diffraction of each methodological approach as a strategy to capture, explain, understand and predict the intrinsic complexity of the social entity under study.

Tackling modern-day crises: Why understanding multilevel interconnectivity is vital.

Complex crises like the coronavirus pandemic are showing us that modern societies are becoming increasingly unable to live in equilibrium with nature. These crises are the result of multiple causes, which interact at different scales and across different domains. Therefore, investigating their proximate causes is not enough to fully understand them. It is also crucial to take into account the structural factors involved. As concerns the global pandemic, I suggest four levels of analysis: (i) the surface or "proximate" level of the crisis; (ii) the human-environment-animal interface, as pointed out by the One Health approach; (iii) the broader socioeconomic context; and (iv) the deeper or worldview level. Furthermore, I argue that there is the need for a mindset shift if we want to properly trace causality. Much more attention must be given to the study of multilevel connecting patterns and nonlinear mechanisms as the producers of emergent global effects.

Contributions of Complexity Approaches to Innovative Forestry Development / Aportes de los enfoques de la complejidad para un desarrollo forestal innovador

RESUMEN El objetivo de este artículo fue contribuir a la reflexión sobre los aportes de la complejidad al desarrollo forestal a partir del caso peruano, lo cual podría servir como orientación para otros países de América Latina. El artículo recoge las propuestas que surgieron en tres jornadas denominadas "Complejidad y desarrollo forestal" organizadas por el Capítulo de Ingenieros Forestales del Colegio Departamental de Lima, Colegio de Ingenieros del Perú, realizadas entre 2018 y 2019. Se concluye que el enfoque disciplinario y sectorial de la administración forestal es insuficiente para abordar la complejidad de la realidad; consecuentemente para tratar el desarrollo forestal desde una perspectiva innovadora, existe la necesidad de incorporar el enfoque de la complejidad desde las ciencias de la complejidad y el pensamiento complejo que se traduzca en nuevas maneras de pensar y actuar.

ABSTRACT The objective of this article is to contribute to the reflection on the contributions of complexity to forest development, based on the Peruvian case, which could serve as a guide for other Latin American countries. The article gathers the proposals that arose in three days called "Complexity and Forest Development", organized by the Chapter of Foresters of the Departmental College of Lima of the Association of Engineers of Peru, carried out between 2018 and 2019. It was concluded that the disciplinary and sectorial approach of forest administration is insufficient to address the complexity of reality. Consequently, in order to address forest development from an innovative perspective, there is a need to incorporate the approach to complexity from the sciences of complexity and complex thinking, which translates into new ways of thinking and acting.

Scientific knowledge in the field of Physical Education: paths to complexity / O conhecimento científico na Educação Física: caminhos para a complexidade

Abstract This manuscript aims to discuss possibilities for the incorporation of complex thinking in the scientific field of Physical Education (PE) in Brazil. In dialogue with philosophers who theorize about complex thinking, we analyze the ordering of scientific knowledge structures in Brazil, such as the organization in areas and lines of PE Graduate Programs (PPGs) exposed on their websites and the Coordination for the Improvement of Higher Education Personnel (CAPES) document. Regarding sociocultural transformations that occurred throughout the 20th century, science perceives the limits of knowledge, where divisions in disciplines seem to be insufficient to investigate the complexity of problems, giving rise to the epistemological perspective of complex thinking. PE is organized in a multidisciplinary and interdisciplinary way, but with gaps between human sciences and natural sciences. Therefore, seeking strategies to reduce borders is emerging for the area to adapt to the new scientific needs of the 21st century.

Resumo O presente manuscrito visa discutir sobre possibilidades de incorporação do pensamento complexo no campo científico da Educação Física (EF) no Brasil. Em diálogo com filósofos que teorizam sobre o pensamento complexo, analisa-se o ordenamento das estruturas do conhecimento científico no Brasil, como a organização em áreas e linhas dos Programas de Pós-Graduação (PPGs) da área, exposta em seus sites, e documento da Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (CAPES). Com as transformações socioculturais ocorridas ao longo do século XX, a ciência percebe os limites do conhecimento, onde as divisões em disciplinas se mostram insuficientes para investigar a complexidade dos problemas, dando origem a perspectiva epistemológica do pensamento complexo. A EF organiza-se de forma multidisciplinar e interdisciplinar, porém com lacunas entre as Ciências Humanas e Ciência Naturais. Diante disso, buscar estratégias de redução das fronteiras é emergente para a área adequar-se as novas necessidades científicas do século XXI.

Revisión de la psicología junguiana y sus posibles nexos con el pensamiento complejo en la búsqueda de una psicoterapia compleja / Review of junguian psychology and its Possible links to complex thinking: in search Of complex psychotherapy

Este artículo desarrolla varios fundamentos de la psicología junguiana desde las elaboraciones directas de su creador, el psicólogo suizo Carl Gustav Jung, perspectiva también llamada, por muchos psicólogos de esta teoría, psicología compleja. A la par aquí se exponen algunas ideas claves referentes al pensamiento complejo de Edgar Morin, cuyo sustento es derivado del paradigma de la complejidad. En este ejercicio se encuentran pautas que podrían brindar un sustento epistemológico a algunos conceptos junguianos proponiendo, a su vez, otra mirada a esta corriente psicológica. Así, tal como lo propuso Jung, se entiende que el reconocimiento de las profundidades inconscientes es tan necesario para el sujeto como el entendimiento de su consciente y la dinámica entre ambos.

This article develops several foundations of the Jungian psychology from the direct elaborations of its creator the Swiss psychologist Carl Gustav Jung, perspective also called, by many psychologists of this theory, like complex psychology. At the same time, some key ideas regarding Edgar Morin's complex thinking are presented, whose sustenance is derived from the complexity paradigm. In this exercise are found guidelines that could provide an epistemological support to some Jungian concepts, proposing, in turn, another look at this psychological current. Thus, as Jung proposed, it is understood that the recognition of the unconscious depths is as necessary for the subject as the understanding of his conscious and the dynamics between both. Recalling that, according to the complex thinking, it is in the concurrence, from where a more real approach towards the understanding of the systems is possible. It is understood then that the unconscious should not be explored exclusively in relation to that which afflicts the subject, as a repetition (circular), but also as to its creative facet ­unconscious that with the help of consciousness, it becomes recursive (spiral) and source of healing.

Educación ciudadana en el marco del pensamiento complejo

Introducción. La investigación aborda el problema de la débil cultura ciudadana tanto en la sociedad como en la comunidad educativa, entendida la cultura ciudadana desde el compromiso que se tiene con el mundo de educar personas que tomen decisiones en pro del bien común y de la justicia. Objetivo. Evidenciar la ausencia de alternativas que aborden la complejidad de los procesos de educación con énfasis en la formación en convivencia y ciudadanía. Materiales y métodos. Se realizó una investigación cualitativa, y se aplicó un método de investigación sustentado en la etnometolodogía. Resultados. Los hallazgos versan sobre la relación que se da a partir del pensamiento complejo y la educación ciudadana, estableciendo un desarrollo teórico que se sustenta en las categorías de pensamiento complejo y ciudadanía, para terminar en la articulación en el campo educativo de estos dos temas y las posibles repercusiones que en el nivel pedagógico se puedan presentar. Conclusiones. Es importante la reflexión pedagógica sobre el reconocimiento y desarrollo de la ciudadanía en el sistema educativo en Colombia a partir del paradigma complejo, abordando temas como la evaluación, el rol de estudiante y de profesor, el currículo y la investigación

Introduction. Research approaches the problem of a weak citizenship education in the society and in the education community, understanding citizenship culture from the commitment, assumed with the world, of educating people who make choices for the greater good and the justice. Objective. Demonstrate the absence of alternatives that approach the complexity of education processes emphasizing education for coexistence and citizenship. Materials and methods. A qualitative research was made and a research method based on ethnomethodology was applied. Results. The findings are about the relationship based on complex thinking and citizenship education, establishing a theoretical development supported on the complex thinking and citizenship categories, ending in the articulation of these two matters in the education field and the possible repercussions they can have at a pedagogical level. Conclusions. It is important to make a pedagogical reflection about the knowledge and the citizenship development in the Colombian education system, within a complex thinking framework, approaching subjects such as evaluation, the role of students, the role of the professor, the curriculum and research

Introdução. A investigação aborda a problemática da fraca cultura cidadã tanto na sociedade como na comunidade educativa, entendida a cultura cidadã desde o compromisso que se tem com o mundo de educar pessoas que tomem decisões em pró do bem comum e da justiça. Objetivo. Evidenciar a ausência de alternativas que abordem a complexidade dos processos de educação com ênfase na formação em convivência e cidadania. Materiais e métodos. Se realizou uma investigação qualitativa, e se aplicou um método de investigação sustentado na etnometolodogia. Resultados. As descobertas versam sobre a relação que se dá a partir do pensamento complexo e a educação cidadã, estabelecendo um desenvolvimento teórico que se sustenta nas categorias de pensamento complexo e cidadania, para terminar na articulação no campo educativo destes dois assuntos e as possíveis repercussões que no nível pedagógico se possam apresentar. Conclusões. É importante a reflexão pedagógica sobre o reconhecimento e desenvolvimento da cidadania no sistema educativo na Colômbia a partir do paradigma complexo, abordando assunto como a avaliação, o papel de estudante e de professor, o currículo e a investigação

Cambios cognitivos en la forma de explicar la historia en estudiantes de quinto grado / Cognitive Changes in the Way of Explaining History by Fifth Grade Students / Mudanças cognitivas na forma de explicar a história em estudantes de quinto grado

Objetivo. Identificar la manera en que los estudiantes transforman el modelo explicativo de la historia, a partir de una secuencia de aprendizaje de seis sesiones de clase, basada en la teoría de la complejidad. Método. Se seleccionaron por conveniencia 21 estudiantes de quinto grado, a quienes se les enseñaron las propiedades ontológicas emergentes que explican las relaciones multinivel de la violencia bipartidista y sus diferencias con las propiedades ontológicas directas. Se codificó la presencia o la ausencia de las propiedades ontológicas emergentes y directas en las producciones escritas de los estudiantes (n = 126), y se analizó cualitativamente la forma en la que se generaron las transformaciones en el reconocimiento y el uso de los atributos ontológicos que configuraron o no un cambio conceptual para explicar la historia. Resultados. Los estudiantes usaron y articularon piezas o atributos ontológicos de dos modelos explicativos (directo y emergente), y se identificaron tres tipos de transformación en la comprensión de la historia durante las sesiones. Conclusión. Aunque los estudiantes no lograron identificar todas las propiedades emergentes como un conjunto coherente de conocimiento, se encontró que articularon atributos directos y emergentes para explicar la historia, lo cual generó sesgos en la comprensión del fenómeno histórico.

Objective. This paper answered how students transformed their historical explanatory model, from a learning sequence based on complexity theory (in six class sessions). Method. Twenty-one fifth grade students were chosen by convenience, to whom we taught emergent ontological properties to explain the multilevel relationships of bipartisan party violence, and their differences with direct ontological properties. The presence or absence of the emerging and direct ontological properties were codified in the written work of the students (n = 126). We analyzed qualitatively how the transformations in the acknowledgement and the use of ontological attributes were generated in order to configure or not a conceptual change in the historical explanation. Results. The findings revealed that students used and articulated some ontological attributes from two different explanatory models (direct and emergent), and we identified three ways to change the historical explanations. Conclusion. Despite students failing to identify all emergent properties as a coherent body of knowledge, they articulated direct and emerging attributes to explain history, which generated biases in understanding the historical phenomenon.

Escopo. Identificar a forma na que os estudantes transformam o modelo explicativo histórico a partir de uma sequência de aprendizagem de seis sessões de aula baseada na teoria da complexidade. Metodologia. Foram selecionados por conveniência 21 estudante de quinto grado, os quais receberam ensino das propriedades ontológicas emergentes que explicam as relações multinível da violência bipartidária e suas diferenças com as propriedades ontológicas diretas. Foi codificada a presencia ou a ausência das propriedades ontológicas emergentes e diretas nas produções escritas dos estudantes e foi analisado qualitativamente a forma na que foram geradas as transformações no reconhecimento e o uso dos atributos ontológicos que configuraram ou não uma mudança conceitual na sua explicação histórica. Resultados. Os estudantes usaram e articularam peças ou atributos ontológicos de dois modelos explicativos diferentes (direito e emergente) e foram identificados três tipos de transformação na compreensão histórica durante as sessões. Conclusão. Embora os estudantes não conseguiram identificar todas as propriedades emergentes como um conjunto coerente de conhecimento, foi achado que eles articularam atributos direitos e emergentes para explicar a História, o qual gerou sesgos na compreensão do fenómeno histórico.

Pensamiento sistémico y psicología: un cambio de paradigma para la comprensión de realidades complejas / Systemic thinking and psychology: a paradigm shift for the understanding of complex realities

El creciente interés por el modelo de pensamiento sistémico en la última década y de las ciencias de la complejidad o paradigma de la complejidad, cuyo exponente más reconocido en la actualidad es Edgar Morín, tiene un desarrollo histórico de más de 40 años, que se viene nutriendo de varias corrientes del pensamiento filosófico y científico. En este ejercicio de escritura revisaremos la necesidad que emerge en la época actual de revolucionar el pensar científico y para ello se retomarán los aportes de Thomas Kuhn, defensor del desarrollo y cambio de la ciencia, a la luz de la evolución y del análisis epistemológico de los constructos científicos. Se parte de reconocer dicho cambio como necesario y como producto de un desarrollo histórico, que atraviesa las formas de conocer y producir conocimientos de los seres humanos. De igual manera se hace una breve descripción de los aportes de algunos teóricos en la consolidación del marco epistemológico de las ciencias de la complejidad como marco referencial del pensamiento sistémico y de ellos se rescatan los aportes de la Teoría General de Sistemas y la Cibernética de Segundo orden, evidenciando que en la actualidad a las diversas disciplinas de las ciencias sociales y humanas, se les exige el estudio y la comprensión de una importante cantidad de variables de mayores niveles de complejidad, que reclaman a la academia, a los teóricos y profesionales, ampliar sus marcos de comprensión epistemológica hacia metateorías que faciliten la multireferencialidad. Este ejercicio de escritura se configura, entonces, como una invitación para los profesionales de la psicología, a leer y comprender el momento histórico del cual somos participes como grupo disciplinar.

The growing interest in the systemic thinking model in the last decade and the complexity sciences or paradigm of complexity, whose most recognized exponent is Edgar Morín, has a historical development of more than 40 years, which is coming nourishing various currents of philosophical and scientific thought. In this writing exercise we will review the need that emerges in the current era to revolutionize scientific thinking and for this we will return to the contributions of Thomas Kuhn, defender of the development and change of science, in the light of evolution and the epistemological analysis of the scientific constructs. It starts from recognizing this change as necessary and as a product of a historical development, which goes through the ways of knowing and producing knowledge of human beings. Likewise, a brief description of the contributions of some theorists in the consolidation of the epistemological framework of the complexity sciences is made as a referential frame of systemic thinking and from them the contributions of the General Theory of Systems and the Second Cybernetics are rescued. order, evidencing that currently the various disciplines of the social and human sciences are required to study and understand a large number of variables of higher levels of complexity, which demand the academy, the theorists and professionals, expand their frameworks of epistemological understanding towards metateorías that facilitate multireferenciality. This writing exercise is configured, then, as an invitation for professionals in psychology, to read and understand the historical moment of which we are participants as a disciplinary group.

Reflexiones en oorno a la ecoética y sus aportes en la época contemorránea / Refletions on eccoethics and their contributions in the contemporary era / Reflexões ao esppeito da ecoética e seus contribuições na era contemporânea

El presente artículo hace parte de la investigación adelantada por el Grupo Ciencia-Espiritualidad, que en su tercera fase denominada "Ecología-salud-formación integral". Se realiza una aproximación epistémica a las potenciales correspondencias entre el pensamiento occidental y los grandes metarrelatos del lejano Oriente, con relación a los fundamentos de la ecoética, ciencia emergente, lo que responde en gran medida -en la complejidad del mundo contemporáneo- a los profundos desafíos en materia de objetivación de una nueva mirada sobre el hombre en su interrelación armónica con la naturaleza y el universo.

This article is part of the investigation conducted by the Science-Spirituality Group at its third phase called "ecology, health, comprehensive training" takes an epistemic approach to the correspondence between Western thought and the great metanarratives of the Far East, relative to fundamentals ecoethic, emerging science and responds largely to the complexity of the contemporary world, the profound challenges of objectifying a new look at the man in his harmonic relationship with nature and with the universe.

Este artigo faz parte da investigação conduzida pelo Grupo Ciência-Espiritualidade, que em sua terceira fase denomina-se "Ecologia- saúde- formação integral". Realiza-se uma aproximação epistêmica para às potenciais correspondências entre o pensamento ocidental e os grandes metanarrativas do Extremo Oriente, em relação aos fundamentos da eco ética, ciência emergente, que em grande parte corresponde -na complexidade do mundo contemporâneo- a os profundos desafios na objetivação de um novo olhar sobre o homem em sua inter-relação harmoniosa com a natureza e o universo.

Vida, saber y bioética / Life, knowledge and bioethics

Los grandes cambios ocurridos en el mundo como resultado de la Revolución Científico Técnica, imponen el análisis de las consideraciones éticas fundamentales basadas en la concepción marxista, referida a que el mundo de los objetos engendrados por la actividad del hombre condiciona todo el desarrollo de los sentidos y de la psicología humana, a la conciencia del hombre. En el presente trabajo se analizan, entre otras, algunas concepciones que producen una ruptura en el pensamiento científico contemporáneo, centrado en la bioética, el ambientalismo holista, la epistemología de segundo orden y el pensamiento complejo, rasgos que caracterizan la sociedad actual en su desarrollo, dado el énfasis en la ciencia, la tecnología, la técnica y el cambio acelerado en la vida social, que produce también rasgos de deshumanización.

The major changes in the world as a result of the scientific-technical revolution leads to the analysis of the fundamental ethical considerations based on the Marxist concepts. The world of objects generated by the human activity makes the whole development of the human senses and psychology be dependent on the man´s consciousness. The paper analyzed, among others, some concepts that cause a rupture in the contemporary scientific thinking focused on bioethics, holistic environmentalism, second order epistemology and complex thinking, which are traits that characterize the development of the present society, given the emphasis on science, technology, technique, and accelerated change in the social life that may also give rise to dehumanizing characteristics.

Sexo y sexualidad, complejidad de la identidad humana / Sex, sexuality, complexity of human identity / Sexo e sexualidade, a complexidade da identidade humana

En este artículo se presenta un proceso diagnóstico de necesidades en salud sexual y reproductiva de los estudiantes \r\nde VII semestre de Enfermería en una institución de educación superior en la ciudad de Bogotá, que hacen su rotación \r\nde Salud Pública en Salud Sexual y Reproductiva. Esto fue la base práctica para elaborar un proyecto de educación \r\nsexual, dirigida a la población estudiantil adolescente de educación básica secundaria (edad promedio 16 años). A \r\npartir de aquí se plantea una postura foucaultiana, que desde la arqueología, contribuya a una nueva perspectiva sobre \r\nla sexualidad en nuestras sociedades en Occidente.\r\nAdemás se analiza cómo la sexualidad es un fenómeno complejo que no se puede dividir y que tiene su punto de \r\ninflexión en el proceso formativo familiar y en el proceso educativo académico, en las enseñanzas del maestro hacia \r\nel educando y, cómo a su vez, este retroalimenta la interacción con las construcciones personales desde su propio \r\ncontexto. Estas múltiples posibilidades del Homo eroticus se organizan en una intrincada red de creencias, emociones, \r\ngustos, deseos, gestos, mociones estéticas, conceptos, prácticas o actividades sociales que demuestran la complejidad \r\ny dinámica cambiante del erotismo, como una fuente inagotable del sentido humano.

In this article we present an assessment of needs in sexual \r\nand reproductive health as part of the practice of students \r\nin VII semester of Nursing at a Higher Education Institu\r\n-\r\ntion in the City of Bogotá, who make rotations of Public \r\nHealth in sexual and reproductive health, which was the \r\npractical basis for the development of a sex education \r\nproject aimed at high school student (approximate mean \r\nage 16 years). From here there is a Foucauldian stance, \r\nthat from archeology contributes to a new perspective on \r\nsexuality in our societies in the West.\r\nWe also consider how sexuality is a "complex pheno\r\n-\r\nmenon " that can not be divided, has a point of inflection \r\nin the family formation process and in the academic \r\neducational process, from the professor's teachings to the \r\nstudent and how this student, in turn, provides feedback \r\nwith personal ideas from their own point of view. These \r\nmultiple possibilities of homo eroticus are organized \r\nin an intricate web of beliefs, emotions, tastes, desires, \r\ngestures, motions, aesthetic concepts, practices or social \r\nactivities that demonstrate the complexity and changing \r\ndynamics of eroticism, as an inexhaustible source of \r\nhuman consciousness.

Nesta palestra, apresentamos um processo de avaliação \r\ndas necessidades na saúde sexual e reprodutiva como \r\nparte da prática dos alunos no VII semestre de enfer\r\n-\r\nmagem de uma instituição de ensino superior na cidade de \r\nBogotá. Esta clinica é parte da rotação de Saúde Pública \r\n/ Saúde Sexual e Reprodutiva, que serve de base para o \r\ndesenvolvimento de um projeto de educação sexual diri\r\n-\r\ngida à população de estudantes adolecentes do ensino \r\nsecundário com idade média de 16 anos. A partir deste \r\nponto há uma postura foucaultiana, da arqueologia, que \r\ncontribui para uma perspectiva nova sobre a sexualidade \r\nem nossas sociedades ocidentais.\r\nAlem diso e proposto que a sexualidade é um fenômeno \r\n«complexo¼ por tanto não pode ser dividido. Ele começa \r\ncomo profesor em direção ao aluno que por sua vez da \r\nfeedback com o que ele controi no seu próprio contexto. \r\nEstas múltiplas possibilidades de homo eroticus são orga\r\n-\r\nnizadas em uma intrinca teia de crenças, emoções, gostos, \r\ndesejos, gestos, movimentos estéticos, conceitos, práticas \r\nou atividades sociais que demonstram a complexidade \r\ne a mudança dinâmica do erotismo, como uma fonte \r\ninesgotável da consciência humana. Vivemos uma sexua\r\n-\r\nlidade deformada, silenciada e mutilada.

A pesquisa docente em contextos complexos: pesquisa-ação meta-reflexiva / Teaching research in complex context: action-research meta-reflexive

Neste artigo apresenta-se uma metodologia de pesquisa docente denominada pesquisa-ação meta-reflexiva, que integra contribuições do paradigma da complexidade à proposta convencional da pesquisa-ação. A partir desta modalidade investigativa, considera-se que o professor está em condições de encarregar-se das questões complexas que se evidenciam na sua prática e que esse tipo de pesquisa-ação não constitui uma carga adicional à tarefa de ensinar. Dirige a ação educativa a partir de uma compreensão profunda da realidade em que o professor realiza sua atividade a partir do processo recursivo de aprender para ensinar. Em diversas instituições do nosso meio, essa estratégia possibilitou pensar o papel do pesquisador profissional no treinamento docente.(AU)

We present a teacher-researcher methodology based on an action research framework which integrates complexity paradigm with meta-cognitive action-research precepts. This integrated framework assumes that teachers are able to both analyze and put into work an understanding of the complexities derived of their day-to-day teaching work by integrating knowledge generation into their teaching practices. In this way, a central concept of this work is that teachers learn to teach based on collaborative model which integrates expertise shared across professional researchers, teaching colleges, in service teachers and schools.(AU)