COMPLEXITY IN THE CLASSROOM AS A DIVERSE ENVIRONMENT: A VIEW FROM REFORMULATED INTELLIGENCE

Abstract

This essay-style scientific article is aimed at teachers, parents, and caregivers. It presents the primary basic education classroom as a diverse environment, where each child carries with them a wealth of feelings, emotions, memories, and experiences, including their strengths, abilities, and difficulties. Each student has their own individual development, particular needs, and social context, which differ from those of their peers. Children interact most of the time with their families and in the various groups offered by their environment, where the role of adults in parenting has been redefined, presenting new challenges for authority. These realities mean that teachers must be more flexible and astute when dealing with children who are more active, reflective, and autonomous in the experience of their own decisions. To address this complexity of classroom education, a vision from the reformulated intelligence of Howard Gardner's Theory of Multiple Intelligences (MI) will be presented. The intention is to provide practical contributions from a perspective that goes beyond IQ, so that the participants in the complex teaching-learning process can benefit. The importance of knowing students' capabilities is highlighted, and guidance is provided on learning environments, varied activities, and the promotion of self-awareness.