Resumo

THIESEN, Juares da Silva. Currículo Interdisciplinar: contradições, limites e possibilidades. Perspectiva [online]. 2013, vol.31, n.02, pp.591-614. ISSN 0102-5473.

This article, organized in the realm of studies about curriculum that the author has been conducting at the university, analyzes the contradictions, limits and opportunities that mark the complex relationship between curriculum and interdisciplinarity. Based on references from the so-called philosophy of praxis and on critical approaches from the field of curriculum, it indicates some of the contradictions strongly present in projects that affirm the effort to make curriculums interdisciplinary through didactic and methodological orientations or by prescribing curricular proposals in the official realm. The conceptual presumption understands interdisciplinarity in a dual sense: as a principle (immanence) that manifests the movement of reality, therefore of genesis of historic production of the world and of knowledge, and as method (exteriority) that guides a certain organization of the world and of knowledges by means of languages. On this basis, it defends that “curricular interdisciplinarity” is only effective in the realm of practice of the subjects as acts of learning and of mediated appropriation of the world and that, in the plane of curricular organization, what is constructed are integrated forms of treatment of knowledge and of culture, whether through the integration of content, the search for didactic alternatives or the establishment of interfaces between curricular disciplines. The paper thus defends that in the formal curricular configurations - expressions that organize school education, even if they tend in the direction of the interdisciplinarization of the forms of appropriation of knowledge and culture, separate, in some way, the production of life, from knowledge and its socialization.

Palavras-chave : Curriculum; Interdisciplinarity; Knowledge.

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