Interdisciplinarity and Education in the perspective of a hermeneutical pedagogy

Abstract

This essay aims to address the issue of interdisciplinarity in education based on the hermeneutic philosophy of Hans-Georg Gadamer (2012). The motivation of the study has to do with the way in which the interdisciplinarity has been received in the spaces of human formation and with the presuppositions that, not always problematized, support this concept in the scope of pedagogical practices. The notion that interdisciplinarity represents the practical way in which school education responds to the growing thematic disarticulation of knowledge areas has proliferated in recent decades. This counterpoint, however, acts in technical perspective and under a kind of rationality that obscures the experience of human life with knowledge. For this reason, the purpose of this reflection is to indicate another horizon of understanding that reiterates the retrospective effort of hermeneutics to recover the unity of life in the processes of communication and learning of knowledge. Initially, in order to observe how interdisciplinarity has taken its place in the theoretical debate and the Brazilian educational legislation, a virtual check in the National Curricular Parameters (PCNS, 1997, 1998) is carried out in order to highlight the most obvious variations of meaning. Then, we look at the assumptions of philosophical hermeneutics the thematization of the human world by language and the recovery of dialogue as a founding experience of the constitution of the human world. Finally, the research proposes the unfolding of a hermeneutic conception of interdisciplinarity in the wake of the Gadamerian dialogue, being in this theoretical horizon that the present essay places interdisciplinarity in the processes of human formation.