Education. Complexity. Knowledge’s Shipyard. Traditional Wisdom. Teachers training.

Sciences advancement carries out many symptoms in our way of thinking, such as the over-specialization of knowledge in disciplinary areas. At universities some areas tend to become self-sufficient, nourishing the phenomenon of knowledge fragmentation (MORIN, 2001). However, there are ideas, strategies, and spaces that offer resistance to these fragmented ways of thought. One such place is the Grupo de Estudos da Complexidade (GRECOM) where takes place a constant exercise to approach knowledge in a systemic, polyphonic and open way. One of the seminal action for GRECOM is the Extension Project Estaleiros de Saberes (Knowledge’s Shipyard) - since its first edition in 2008 the project proposed an open dialogue between the sciences and traditional knowledge (ALMEIDA, 2010) within the teachers of Assu’s Valley region/BRAZIL/RN, valuing the collective construction of knowledge, culture, and local wisdom. Nourished by enchantments sown in this place, the present study aims to signify the Knowledge’s Shipyard as a mobilizing space on which it is possible to disseminate a contextualized and complex way of action and thinking. I propose assuming the notion of clinical and systemic thinking built by Le Moigne (1999) as an epistemological axis. The research was conducted in three distinct phases: 1) immersion in theoretical frameworks to understand how the Knowledge’s Shipyard is organized, utilizing references such as Edgar Morin (2001, 2003, 2005, 2007, 2011, 2013), Le Moigne (1999), Fritjöf Capra (2006), Bruno Latour (1994), Claude Lévi Strauss (1989) and Conceição Almeida (2006, 2008, 2010, 2012); 2) gathering and systematization of technical and bibliographical assets in literature, imagery, and films produced on the first (2008), the fifth (2014) and the sixth (2017) edition of the project; and, finally; 3) carrying out semi-structured interviews with the creator of the project, Prof. Dra. Maria da Conceição de Almeida (UFRN), and with Prof. Dra. Josineide Silveira de Oliveira (UERN), an important collaborator. Was interviewed as well the Prof. Mara Nubia de França, community’s representative and employee of the Education Secretariat of Assu/RN. Over the editions were held twenty-six meetings from which were woven partnerships with representatives researchers from various higher education institutions in the country, such as the Universidade Estadual do Sudoeste da Bahia (UESB); the Universidade Federal do Pará (UFPA); the Pontifícia Universidade Católica de São Paulo (PUC-SP); the Universidade Estadual do Rio Grande do Norte (UERN) and the Instituto Federal do Rio Grande do Norte (IFRN -Polos Natal Central e Ipanguaçu). Such experiences provoke, inspire and encourages future educational proposals revolving around the learner and directed to a just and diverse world, where everyone can have access to different knowledge configurations and think about it critically (MORIN, 2001).