INCLUSION AND COEXISTENCE

A COMPLEX BLENDED DISCIPLINE IN A TRADITIONAL CURRICULUM

Abstract

This paper aims to report the experience, assess the results, and interpret the educational implications of offering a complex blended discipline as part of an undergraduate English Language Course with a traditional paradigm as its main educational orientation. This discipline was taught by a teacher-de-signer who was grounded in the complex educational design (Freire, 2013, 2018; Freire & Sá, 2020), and who could cope with the institution’s requirements to meet the students’ needs, expectations, and interests, as well as with the goals established for the specific curricular unit. Among the educational implications discussed, the findings of this study prompt reflections on the inclusion and coexistence of a complexity-based discipline in a traditional curriculum, suggesting that the thought reform, as claimed by Morin (2005), may begin to be implemented.