A Multidimensional and Complexity Program to Develop Teachers’ and Educational Ethos

How can we promote the teacher’s ethos development in an approach that considers both the social responsibility for ethical education and the school’s multidimensionality of routine, habits, practices, and challenges? In this chapter, based on theories of complexity, experiences, and practices developed in Brazil, we propose that this may be accomplished through programs that assume the pedagogy of projects in a cross-curricular approach, embedded by ethical, political, psychological issues, and values of democracy, citizenship, and human rights in it. We will discuss, also, how an interdisciplinary approach, and the adoption of active learning methods and the learning-by-doing epistemology, may open powerful ways for the teachers’ and schools’ ethos development.