Interdisciplinaridade no ensino superior: desafios e diálogos na academia

Abstract

The aim of this article, considering that interdisciplinarity emerges as a perspective of reading and understanding of an increasingly complex and multifaceted reality, consists in sketching a brief theoretical survey of traditional approaches in higher education as opposed to the interdisciplinary formation processes of Academics. Such perceptions show that interdisciplinarity is not a postmodern idiom, but a necessity of integrating knowledge into the formation not only of academic, but of human and social formation. In this way, this study uses the interdisciplinary theoretical revision, being divided in some discussions: historical processes and the traditionality of the Universities; The new conjunctures of interdisciplinary academic formation; Challenges and competences in the interdisciplinary training process in higher education and teacher training. Interdisciplinarity is seen in this way, as a methodological approach that integrates the disciplines and their knowledge, in order to produce a more participative and complete science, endowed with different positions, experiences and knowledge for the educational process.

Fostering Interdisciplinarity: Implications for Social Sciences

“…Next, we will address implications in terms of scientific disciplinary identity, institutional consequences, and professional consequences, in an academia that is shaped for the maintenance of disciplinary boundaries (Jay, Rose, & Milligan, 2017;Shandas, & Brown, 2016;Sá ez, & Sancho, 2017;Santos, & Silva, 2017;Waldman, 2013;Žažar, 2016;Chan, 2012).…”

“…In the teaching processes, most teachers will need to find a new identity (Sá ez, & Sancho, 2017;Santos, & Silva, 2017) for which many academics are neither prepared nor motivated.…”