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BREAKING DISCIPLINARY BOUNDARIES: INTERDISCIPLINARITY FROM SCIENCE TO THE CLASSROOM

de Alencar AR;
Almeida AWM;
Castro AM;
da Costa EF;
de Melo ECM;
Franklin FES;
Costa IGV;
Fontes IM;
Junior JTA;
Amaral LSVeV;
Xavier RMC;
Gomes RLR

Adna Rodrigues de Alencar

Antonio Werbiton Marinho Almeida

Argentina Mororó Castro

Ernandes Farias da Costa

Erica Cristina Machado de Melo

Francisca Elsa Silva Franklin

Ilcimar Gomes Vieira Costa

Irene Mendes Fontes

Juvanildo Terra de Alencar Junior

Lilian do Socorro Viana e Viana Amaral

Régia Maria Carvalho Xavier

Rickardo Léo Ramos Gomes


Keywords

Interdisciplinarity
Education
Integration
Knowledge

Abstract

The concept of interdisciplinarity has become essential in contemporary education, particularly in a world where social, economic, and environmental issues are increasingly complex and interconnected. There is a clear need for a strategy that integrates diverse fields of knowledge, as many challenges cannot be understood or solved from a single discipline alone. Conventional education, often compartmentalized, may restrict students' ability to think critically and solve problems effectively. Therefore, encouraging interdisciplinary practices in the classroom is crucial to equip students for a dynamic and multifaceted future. This study employed a qualitative methodology and utilized a literature review as a research method, which was vital for fostering dialogue with researchers specialized in the same topic discussed herein. The general objective of this research was to explore and examine the relevance of interdisciplinarity in contemporary education, highlighting how the integration of various fields of knowledge can enhance the teaching-learning process and prepare students to address the challenges of an ever-changing world. The study underscored the importance of uniting multiple areas of knowledge to cultivate critical, creative citizens ready to collaborate in an increasingly complex global context. Therefore, it is imperative that educators and educational institutions adopt interdisciplinary practices, promoting a more cohesive and relevant education for all students.

 

DOI:https://doi.org/10.56238/sevened2024.021-011


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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright (c) 2024 Adna Rodrigues de Alencar, Antonio Werbiton Marinho Almeida, Argentina Mororó Castro, Ernandes Farias da Costa, Erica Cristina Machado de Melo, Francisca Elsa Silva Franklin, Ilcimar Gomes Vieira Costa, Irene Mendes Fontes, Juvanildo Terra de Alencar Junior, Lilian do Socorro Viana e Viana Amaral, Régia Maria Carvalho Xavier, Rickardo Léo Ramos Gomes

Author(s)

  • Adna Rodrigues de Alencar
  • Antonio Werbiton Marinho Almeida
  • Argentina Mororó Castro
  • Ernandes Farias da Costa
  • Erica Cristina Machado de Melo
  • Francisca Elsa Silva Franklin
  • Ilcimar Gomes Vieira Costa
  • Irene Mendes Fontes
  • Juvanildo Terra de Alencar Junior
  • Lilian do Socorro Viana e Viana Amaral
  • Régia Maria Carvalho Xavier
  • Rickardo Léo Ramos Gomes