COMPLEXITY AND UNIVERSITY

Abstract

Economic globalization affects different countries on the globe, has positive effects mainly related to access to communication, which promotes the exchange of ideas, information, products and quality of life. However, extends numerous negative aspects such as marginalization, economic dependencies, political, cultural, scientific, educational accentuate social inequalities and cultural conflicts and territorial. In this article it is a dialogue with authors (Cunha 2009; BARNETT 2005; MORIN 1999, 2006, among others), who understand these changes in society from the contemporary world as conceived as the "Complexity era" or "supercomplexity". To understand and cope with this reality, they propose a paradigm that is able to overcome the fragmentation and reductionism of knowledge and to relate the multiple approaches and visions to meet the complexity of reality. Although this paper presents proposals to the aforementioned authors point to education and the university found in this tangle of interconnected global transformations, given the need to be subject to act in a complex reality that requires critical and self-critical professionals, able to think about their own ability to think, understand and act within this complex context.