Interdisciplinarity, Social Discourses, and Secondary Education
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Abstract
The research team that authored this paper is currently working on the research project 766 at C.I.U.N.Sa.: “Didactic Alternatives in the Social Sciences: Argumentation”. The aim of this project is to analyze the ways in which secondary school students “read” different kinds of social discourse and use them as a basis for their oral and written argumentation.
In the first stage, the epistemological foundations of works by Piaget, Doghan and Pahre, García Canclini, Follari, and Morin were analyzed with regard to interdisciplinarity in scientific research. This analysis aimed at establishing a common theoretical framework that would make it possible to think about didactic transposition in school subjects such as History, Civics, Language and Literature, Political Science, Ethics and Logic and Methodology of the Sciences.
In the second stage, interdisciplinary experiences based on the Foundational Project of the Instituto de Educación Media and developed between 1993 and 1997 were revised. A lack of coherence was detected between epistemological principles and pedagogic practices.
The conclusions of both steps are presented in this paper. The subtitles are as follows:
· The problem of interdisciplinarity in scientific research.
· Jean Piaget and the concept of interdisciplinary studies.
· The concept of “hybridization” in the sciences (Doghan).
· “Transdisciplinarity” defined from the object of study (García Canclini).
· Interdisciplinarity: a critical view from Follari’s standpoint.
· New conceptualizations about scientific knowledge. The theoretical influence of E. Morin.
· Interdisciplinarity in teaching practice: case analysis.
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The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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