INTERDISCIPLINARY PROJECTS AND COLLABORATIVE WORK

Abstract

The study focused on collaborative learning in contemporary education, emphasizing interdisciplinary projects and cooperative work. It aimed to answer the following question: how did interdisciplinary projects and collaborative work contribute to the implementation of integrated and cooperative pedagogical practices? The general objective was to analyze the contributions of these methodologies to the promotion of cooperative learning at school. This was bibliographic research based on authors who addressed the integration of knowledge, the use of digital technologies, and teacher training. The development revealed that interdisciplinary projects broke with curricular fragmentation, allowing the articulation of knowledge areas and reinforcing student protagonism. Collaborative work promoted autonomy, empathy, and shared responsibility in the educational process. The use of digital technologies expanded pedagogical mediation and learning monitoring without replacing teacher intervention. The final considerations concluded that the combination of interdisciplinarity, collaboration, and technology represented a promising path toward more meaningful and participatory educational practices, aligned with 21st-century demands. Further empirical studies are recommended to deepen the analysis of the implementation of these approaches in different school contexts.