Resumo

BATISTA, Irinéa de Lourdes  e  SALVI, Rosana Figueiredo. Post-modernity and educative interdisciplinary: complex thought and integrative reconciliation. Ens. Pesqui. Educ. Ciênc. [online]. 2006, vol.8, n.2, pp.147-160. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172006080206.

The contemporary world is undergoing by fast and deep transformations. One of the most interesting aspects in this new period it is the acceptance that theories, concepts, models and solutions previously considered enough in the resolution of scientific and social problems are under a critical exam. They become object of inquiries and bring us to think over what is really in crisis is the civilization model; in other words, the paradigm of the Modernity. The complexity principle establishes itself as challenge and motivation to think about it and the fragmentation principle becomes reduction mutilate of the thought. The acceptance of such arguments leads us to the interdisciplinarity in the teaching as a possible practice to be implemented and a methodological way which creates a dialogue among disciplinary knowledges, with an intrinsic integrate quality in this process. We propose that such conception provide an integrative reconciliation capable to prepare the students for interpretations and actions in the real world.

Palavras-chave : Post-modernity; complex thought; interdisciplinary; teaching-learning; integrative reconciliation..

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