PARADIGMATIC CRISIS AND THE TRANSFORMATION OF THE UNIVERSITY CLASSROOM

Abstract

This article seeks to highlight the importance of stimulating innovation in the context of teacher education. We emphasize the interdisciplinary proposal as a possibility for change in educational practices, via the self straight eco-training. We present a pedagogical practice whose idea was to arrange among students an understanding of the existence of interconnections between subject and object of knowledge, by understanding the nature of emotional content can be elevated to the category of knowledge objects, giving them, so , cognitive existence for their lives, just like biology and mathematics are seen as objects of knowledge to be learned. This new attitude toward the practice trainer, marks the search for the (trans) formation of subjects personally and collectively, through transdisciplinarity. The possibility of transforming the process of training (trans)formation, via the teaching of psychology, involves new epistemological, without however giving up the condition of critical analysis and reflective stance that helps us in the restructuring of the paths chosen.