ABSTRACT

In any field of knowledge, professional learning can be seen as a complex system: it involves the interaction of several components and these components change over time. Social needs, labor market, body of knowledge, faculty members, body of students and course curricula have been pointed out as some of these components that, when interacting, give the system a highly dynamic character. Moreover, considering the hierarchical characteristic of complex systems, it is necessary to take into account that professional learning develops itself in a context called university – that is immersed in an enormous identity crisis due to three major revolutions: knowledge, communication and digital. Other constraints that condition the functioning of professional learning come from the educational system. In Brazil, these constraints are complicated, varied and unstable, which results in the constant need to change their intrinsic dynamics. Furthermore, when one looks at a specific component of professional learning – body of knowledge – it becomes clear that it belongs to a field of knowledge whose historical trajectory of development also needs to be taken into account. Physical Education is still an incipient field of knowledge that faces serious ambiguities concerning its epistemological basis, which produces uncertainties regarding their academic and professional identities. Of course, without clarity of identity, a professional learning system is inevitably compromised. From a complex systems view, it is proposed that initial professional learning courses in Brazilian Physical Education should train professionals to act as hierarchical complex systems capable of remaining far-from-equilibrium and adapt themselves to the increasing demands of their professional settings.

摘要

在任何知识领域，专业学习都可以被视为一个复杂的系统：它涉及多个组件的相互作用，并且这些组件会随着时间而变化。社会需求、劳动力市场、知识体系、教职员工、学生群体和课程大纲已被指出是其中的一些组成部分，它们在相互作用时赋予系统高度动态的特征。此外，考虑到复杂系统的等级特征，有必要考虑到专业学习是在称为大学的环境中发展自身的——由于三大革命：知识、通信和数字化，大学沉浸在巨大的身份危机中。影响专业学习功能的其他限制来自教育系统。在巴西，这些限制很复杂，变化多端且不稳定，这导致不断需要改变其内在动态。此外，当我们审视专业学习的一个特定组成部分——知识体系时，很明显它属于一个知识领域，其历史发展轨迹也需要考虑在内。体育仍然是一个新兴的知识领域，其认识论基础面临着严重的模糊性，这导致了他们的学术和职业身份的不确定性。当然，没有明确的身份，专业的学习系统不可避免地会受到损害。从复杂系统的角度来看，