CONNECTIONS OF KNOWLEDGE: MULTIDISCIPLINARY PERSPECTIVES IN CONTEMPORARY EDUCATION

Abstract

The construction of knowledge in the contemporary educational context demands pedagogical strategies that articulate multiple areas of knowledge, promoting an integrated and contextualized view of curricular content. This article proposes a reflection on interdisciplinarity in education, analyzing how the articulation between different areas of knowledge contributes to the development of students' critical, cognitive and socio-emotional skills. Based on a qualitative exploratory research based on a bibliographic review, studies that discuss the potential and challenges of interdisciplinarity in primary and secondary education were analyzed. The results show that interdisciplinary pedagogical practices foster the construction of broader and deeper meanings, bringing school content closer to students' experiences and realities. However, obstacles such as the lack of specific training for interdisciplinary work and the fragmentation of the curriculum still represent challenges for the implementation of integrated pedagogical practices. The conclusion is that promoting connections between knowledge requires investment in teacher training, in making the curriculum more flexible and in creating spaces for dialogue between areas of knowledge.