KNOWLEDGE IN DIALOGUE: INTERDISCIPLINARITY IN THE CONTEMPORARY ERA

Abstract

This paper discusses the importance of interdisciplinarity and the connection between areas of knowledge in contemporary education, considering the limitations of the traditional teaching model, which is based on the fragmentation of knowledge. Interdisciplinarity is understood as an epistemological approach that integrates different fields of knowledge, promoting  contextualized, critical, and meaningful learning. Authors such as Edgar Morin, Paulo Freire, and Ivani Fazenda are theoretical references who highlight the need for a new educational stance grounded in dialogue among disciplines and the appreciation of the complexity of phenomena. The Brazilian National Common Curricular Base (BNCC) is also analyzed as a guideline that encourages integrative and cross-curricular approaches in the school curriculum. The study acknowledges the challenges of implementing interdisciplinary practices, such as the rigid organization of content, the subject-specific training of teachers, and institutional resistance to pedagogical innovation. However, it points to possible solutions through active methodologies, integrative projects, elective learning paths, and the use of educational technologies. It concludes that interdisciplinarity is an essential strategy for forming critical, autonomous individuals who are prepared to deal with the challenges of contemporary society, contributing to a more human, inclusive, and transformative education.