LEMOS-DE-SOUZA, Leonardo. Organizer models, subject and education: considerations about de complex thinking. []. , 14, 1, pp.283-295. ISSN 1806-5821.

The present essay assumes that education should reconsider its traditional concepts concerning the subject of knowledge (exclusively universal), through which it has guided its practices. In that sense, we hereby introduce possible articulations between the Theory of Organizing Models of Thought and the Paradigm of Complexity to explicate a concept of the subject of knowledge that considers singularities and universalities in its construction. The concept of organizing model of thought advances in the investigation of cognition, as a field of resolution of problems and conflicts, when it intends to approach the complexity of the psychological subject. With such considerations made, we seek to open discussion fronts about the overrun of a school education based on reduced cognition, and, similarly, of a fragmented subject. These questionings point out to the need of school education, in the contemporary world, to take over daily life and diversity as necessary dimensions in knowledge construction

: organizer models; complexity; education.

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