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This article thematizes the relationship between complexity, education and transdisciplinary knowledge, and aims to propose a teaching process which considers the studies carried out by historical-cultural theory, in relation to learning and development and in dialogue with the complexity of knowledge. It is a qualitative study with a theorectical character that has as references the bibliographical production of authors who are recognized for their investigations referring to the investigated focus, thus, the concepts learning and development proposed by Vygotsky were highlighted, as well as the concepts of complexity of knowledge according to Morin and transdisciplinary based on Moraes. It is evidenced that the development of a complex humanism in schools already occurs in educational experiences and can be enhanced where there is a development of a pedagogical work that observes students’ learning and development, the complex nature of knowledge and the potential of epistemological curiosity in the subjects involved in the teaching-learning process.

O CONHECIMENTO DO CONHECIMENTO: UMA ESTRATÉGIA DA ESCOLA PARA ENSINAR A VIVER