<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-596x</journal-id>
<journal-title><![CDATA[Educação e Filosofia]]></journal-title>
<abbrev-journal-title><![CDATA[Educação e Filosofia]]></abbrev-journal-title>
<issn>1982-596x</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-596x2017000201011</article-id>
<article-id pub-id-type="doi">10.14393/revedfil.issn.0102-6801.v31n62a2017-p1011a1032</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interdisciplinaridade: da simplificação ao pensamento complexo]]></article-title>
<article-title xml:lang="en"><![CDATA[Interdisciplinarity: from simplification to opening]]></article-title>
<article-title xml:lang="es"><![CDATA[Interdisciplinariedad: de la simplificación al pensamiento complejo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tauchen]]></surname>
<given-names><![CDATA[Gionara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fávero]]></surname>
<given-names><![CDATA[Altair Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarenga]]></surname>
<given-names><![CDATA[André Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande Instituto de Educação Programa de Pós-Graduação em Educação e Educação em Ciências]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo Instituto de Filosofia e Ciências Humnas Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>31</volume>
<numero>62</numero>
<fpage>1011</fpage>
<lpage>1032</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-596x2017000201011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-596x2017000201011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-596x2017000201011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo objetiva discutir a insatisfação epistemológica decorrente dos limites disciplinares e colocar em relevo princípios epistemológicos que podem nos ajudar na autoprodução do ensino que intenciona contribuir com o desenvolvimento do pensamento interdisciplinar, sustentando as seguintes teses: a) as interações disciplinares podem ser potencializadas pelo diálogo, mas é por meio da postura epistemológica dialógica e da aprendizagem intersubjetiva que produzimos o tensionamento disciplinar, incluindo/excluindo as contradições; b) a interdisciplinaridade, no plano das atividades de ensino, não é um atributo ontológico, mas uma emergência epistêmica pragmática. O estudo é de natureza qualitativa, de base hermenêutica. Concluímos que as condições de interação disciplinar podem ser organizadas pela produção do lugar; pela diferença criadora dos diferentes elementos (disciplinas) e pelas inter-relações entre os sujeitos que compartilham as necessidades de compreensão, de religar o que foi desconectado, expressando que no ensino encontramos um lugar para a complexa convivialidade humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tiene como objetivo discutir la insatisfacción epistemológica derivada de los límites disciplinares y resaltar los principios epistemológicos que nos pueden ayudar en la autoproducción de la enseñanza, la cual pretende contribuir con el desarrollo del pensamiento interdisciplinar, sustentando las siguientes tesis: a) las interacciones disciplinares pueden ser potencializadas por el diálogo, pero es por medio de la postura epistemológica dialógica y del aprendizaje intersubjetivo que producimos el tensionamiento disciplinar, incluyendo/ excluyendo las contradicciones; b) la interdisciplinariedad, en el plano de las actividades de enseñanza, no es un atributo ontológico, sino una emergencia epistémica pragmática. Este estudio es de naturaleza cualitativa, de base hermenéutica. Se concluye que las condiciones de interacción disciplinar pueden ser organizadas por la producción del lugar, por la diferencia creadora de los diferentes elementos (disciplinas) y por las interrelaciones entre los sujetos que comparten las necesidades de comprensión, de atar lo que fue desconectado, expresando que en la enseñanza encontramos un lugar para la compleja convivencia humana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Dialógica]]></kwd>
<kwd lng="pt"><![CDATA[Intersubjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento complexo]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Dialogical]]></kwd>
<kwd lng="en"><![CDATA[Intersubjectivity]]></kwd>
<kwd lng="en"><![CDATA[Complex thinking]]></kwd>
<kwd lng="es"><![CDATA[Interdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[Dialógica]]></kwd>
<kwd lng="es"><![CDATA[Intersubjetividad]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento complejo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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