Abstract

TAUCHEN, Gionara; FAVERO, Altair Alberto  and  ALVARENGA, André Martins. Interdisciplinarity: from simplification to opening. Educação e Filosofia [online]. 2017, vol.31, n.62, pp.1011-1032.  Epub Mar 09, 2021. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.issn.0102-6801.v31n62a2017-p1011a1032.

This article aims to discuss the epistemological dissatisfaction arising from disciplinary boundaries and highlight epistemological principles that can help us in the self-production of teaching that intends to contribute to the development of interdisciplinary thinking, support the following theses: a) disciplinary interactions can be leveraged through dialogue, but it is through dialogical epistemological stance and intersubjective learning that disciplinary tension is produced, including/excluding the contradictions; b) interdisciplinarity, in terms of teaching, is not an ontological attribute, but a pragmatic epistemic emergency. The study is qualitative, hermeneutic-based. We conclude that the interaction disciplinary conditions can be arranged by the production of the place; by the creative difference of the different elements (subjects) and the inter-relationships among individuals who share the understanding, to reconnect what has been disconnected, showing that at the school, a place for the complex human conviviality can be found.

Keywords : Interdisciplinarity; Dialogical; Intersubjectivity; Complex thinking.

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