With this article is intended to reflect on epistemological principles underlying the complex thinking ( Morin) in his relationship with creative-artistics, processes from the educational spaces. The thematic trajectory of the text aims to relate the direct link between the fundamental notions of complexity and the valuation of certain active methodological principles which enhance the reflectivity aesthetics and the artistic experience of students. The three pedagogical and baseline assumptions of that link are based in dialogue relations with contextual diversity, the recursion of the experience and the principle hologram of knowledge. The horizon of the text is based on the presentation of a series of critical arguments that stress traditional forms of teaching and learning educational spaces inside. -The notion of complexity allows you to discuss with the educational tradition and elements of change to a practical reflexivity around art and the educational processes that carry and involve new cognitive landscapes around the teaching of the discipline. The experience of learning, creative autonomy and current context will be key fundamentals for future systemic transformations. Finally, we propose a set of recommendations for the active implementation of methodological activities that could be used in the various educational spaces for arts training.