Una aproximación didáctica a la construcción de una epistemología del desarrollo del pensamiento sistémico de los docentes del siglo XXI: Un caso de enseñanza.

The text contains an analysis and reflection exercise around some components of the epistemic model that delimits the 2022 Curriculum of the Degree in Special Education seen in the light of the complexity paradigm, as well as the relationship it has with the activities of teaching that some teachers still replicate in classrooms at the higher level; The recovery of some professional biographical components allows us to take advantage of this qualitative research tool to recover worrying information about what the teacher thinks and decides regarding his didactic work and the possible contradictions that may arise between the epistemic approach that supports the teacher training and what happens on a daily basis in the classroom; The constant reflection of doing and the presentation of some changes in teaching activities are also presented in this writing. [ABSTRACT FROM AUTHOR]