<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000400009</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v23.n3.8</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A educação entre muros e a transmissão do saber interdisciplinar*]]></article-title>
<article-title xml:lang="en"><![CDATA[Education between walls and the transmission of interdisciplinary knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Rogério]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo Universidade Estadual de Campinas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>579</fpage>
<lpage>600</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000400009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000400009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000400009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é analisar o processo formativo em interface à perspectiva interdisciplinar no campo educacional. Para tanto, parte-se da análise do &#8220;paradigma do muro&#8221;, como um problema que se evidencia enquanto representação emblemática do projeto da sociedade, pautada na interdição ou na exclusão do outro. No campo da ciência, existem outros muros que se erguem como barreiras que nos impedem de pensar o conhecimento para além da ciência disciplinar. Para analisar a educação entre muros e a transmissão do saber interdisciplinar, a metodologia utilizada encontra-se no âmbito da filosofia da educação, no sentido de compreender a apropriação crítica do conceito do muro como um projeto arquitetônico de interdição ou exclusão do sujeito na vida em coletividade, ou na recusa do pensamento em interface com as diversas áreas do conhecimento. Em nossa percepção, a proposição da crítica radical seria o questionamento da própria construção do muro como um lugar que prende o sujeito no campo da realização da liberdade. Seria esse questionamento como proposição de crítica da crítica enquanto condição de proporcionar todo o movimento do pensamento que se apresenta nas interfaces entre a educação e os processos formativos numa apropriação crítica do fazer, o trabalho como expressão de si e a saúde do irreversível processo de degeneração de si, pois, se for somente para buscar a luz no final do túnel, a modernidade já faz isso e apresenta todo seu excesso em diversas respostas competentes de manter &#8220;a gente feliz&#8221;. Temos a esperança de que a impertinência da crítica da crítica, no campo da interdisciplinaridade, torna possível a heurística do processo formativo para consolidação de projeto de sociedade da educação sem muros na transmissão do conhecimento. A partir dos estudos abordados, concluiu-se que existem outros muros difusos, que também impedem a passagem física e social do sujeito para diversos espaços na vida em sociedade. No caso específico no campo do conhecimento, o muro que impede a passagem para o meio intelectual se apresenta em toda uma semiótica que nos conduz ao pensamento reificado do senso comum e, principalmente, à manutenção da hegemonia da apropriação de determinada representação de mundo, que se pauta numa hierarquia entres aqueles que mandam e os outros que obedecem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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 &#8220;paradigm of the wall&#8221; 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 &#8220;people happy.&#8221; 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Formação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Competência técnica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="en"><![CDATA[Inter disciplinarity]]></kwd>
<kwd lng="en"><![CDATA[School formation]]></kwd>
<kwd lng="en"><![CDATA[Technical competence]]></kwd>
<kwd lng="en"><![CDATA[Sciences teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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