Abstract:
This research is the result of a study that attempts to clarify the way in which the
interdisciplinarity can contribute to a new epistemological and methodological vision
within the curricular transformation, in favor of an integral education of the being. The
title is: The interdisciplinarity: a proposal of humanization in the learning process of
the individual: towards an educability of the being, the challenge of the globalizing
curriculum. It was accomplished through a methodology based on exploratory
bibliographical research and studies of documents. It sought support in theoretical
references in the area of the curriculum, interdisciplinarity and projects, and the basis
of interlocution and dialog were found in the following authors: Fazenda, Japiassu,
Morin, Lück, Freire, Gadotti, Boaventura, Torres and Hernandez, among others. The
objective is to emphasize the relevance of the interdisciplinarity as a movement to
overcome the fragmentation of knowledge and to elucidate how it can contribute to a
new epistemological and methodological vision towards the transformation of the
curriculum in favor of a meaningful learning in the educability of the being. It provides
a discussion centered in the Cartesian thought: paradigm of modernity and its
influence on the traditional liberal educational trend which has guided the modern
thought. It analyses the evolution of the movement of rupture with the Cartesian
model and the interdisciplinary renovation as a movement to renew knowledge. It
discusses the interdisciplinarity and the globalizing curriculum, its presupposed goals,
impacts, values, characteristics, variations and challenges in post-modern education
which need to be learned and operationalized in the context of complexity. It
addresses the new knowledge which emerges in the post-modern context, pointing to
the practice of educational projects as a mechanism to overcome the fragmented
knowledge in order to form the integral being. The results show that the
interdisciplinary tendency in education dawns as a reality in the overcoming of the
historical fragmentation of knowledge and allows us to conclude that both the
didactics and the curriculum, in an interdisciplinary perspective, can greatly contribute
to the occurrence of new thoughts and actions of those who still believe in a new
education, which is transforming and committed to life.
