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Conjectura: Filosofia e Educação

versión impresa ISSN 0103-1457versión On-line ISSN 2178-4612


RODRIGUES, Rogério. Education between walls and the transmission of interdisciplinary knowledge. Conjectura: filos. e Educ. [online]. 2018, vol.23, n.3, pp.579-600.  Epub 29-Jul-2019. ISSN 2178-4612.

The purpose of this article is to analyze the formative process in interface to the interdisciplinary perspective in the educational field. In order to do so, it is based on the analysis of the “paradigm of the wall” as a problem that is evidenced as emblematic representation of the project of society, based on the interdiction or exclusion of the other. In the field of science, there are other walls that stand as barriers that prevent us from thinking about knowledge beyond disciplinary science. In order to analyze education between walls and the transmission of interdisciplinary knowledge, the methodology used is within the Philosophy of Education, in the sense of understanding the critical appropriation of the concept of the wall as an architectural project of interdiction or exclusion of the subject in collective life, or in the refusal of thought in interface with the different areas of knowledge. In our perception, the proposition of radical criticism would be the questioning of the very construction of the wall as a place that holds the subject in the field of the realization of freedom. It would be this questioning as a critique of criticism as a condition of providing the whole movement of thought that presents itself at the interfaces between education and the formative processes in a critical appropriation of doing, work as an expression of self and the health of the irreversible process of degeneration so if it is only to seek the light at the end of the tunnel, modernity already does this and presents all its excess in several competent answers to keep “people happy.” We hope that the impertinence of critique of criticism in the field of interdisciplinarity makes possible the heuristic of the formative process for the consolidation of the project of a society of education without walls in the transmission of knowledge. From the studies studied, it was concluded that there are other diffuse walls, which also prevent the physical and social passage of the subject to various spaces in life in society. In the specific case in the field of knowledge, the wall that impedes the passage to the intellectual environment presents itself in a whole semiotics that leads us to the reified thought of common sense and, mainly, to the maintenance of the hegemony of the appropriation of a certain representation of world, that is set in a hierarchy between those who rule and others who obey.

Palabras clave : Inter disciplinarity; School formation; Technical competence; Sciences teaching.

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