THE PREDOMINANT PARADIGM IN TEACHING ACTIONS IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

The article highlights the strategic importance of Professional and Technological Education (EPT) the formation of skilled and critical individuals, especially in the Brazilian context. The Systematic Review Academic Productions reveals an evolution of educational paradigms in EPT, with an emphasis on the transition from the Newtonian-Cartesian model, based on repetition and training for the workforce, considering the paradigm of complexity. This study emphasizes the comprehensive education of the individual, integrating technical and critical knowledge and fostering social and human competencies. The analysis by Dornelles, Castaman e Vieira underscores the importance of a more integrated and reflective teaching, capable addressing the challenges of a globalized and technologically advanced world. The study's methodology involved a literature review based on articles by Brazilian authors, using Bardin's content analysis methodology. The results point to the predominance of the complexity paradigm in teaching actions in EPT, marked by the pursuit of education that prepares the individual to be an active member of the workforce, with the development of critical thinking and socio-environmental skills. There is an emphasis on the need for public policies and institutional strategies for teacher training and curriculum restructuring, aiming for the effective implementation of the complexity paradigm. The article concludes by emphasizing the importance of transformative education in EPT, going beyond technical training and promoting the integral development of the individual, preparing them for and world.