From Fragments to Connections: Limits of Disciplinary Thinking and the Emergence of New Interdisciplinary and Transdisciplinary Perspectives in Education

Abstract

This article reflects on the limitations of disciplinary thinking—historically underpinned by the Cartesian-Newtonian paradigm—and its implications for the fragmentation of knowledge within scientific and educational fields. The inquiry begins by revisiting the theoretical foundations of modern science, highlighting how disciplinary thinking has contributed to the dissociation between the subject and knowledge, thereby undermining a more integrated view of reality. Drawing on authors such as Morin, Moraes, Fazenda, Freire, and Nicolescu, the text analyzes the paradigm shifts that occurred throughout the 20th century, driven by scientific discoveries and emerging social, cultural, and educational demands. In this context, interdisciplinarity and transdisciplinarity emerge as theoretical and methodological alternatives that break away from the logic of fragmentation, fostering the construction of knowledge that is more relational, contextualized, and connected to the complexity of the contemporary world. Addressing the challenges of modern education, the study emphasizes the need to reorganize the educational landscape through pedagogical practices that promote dialogue between different forms of knowledge, curricular integration, and the valuing of the subjects' own experiences. The proposal is to reimagine the school as a space for the collective construction of knowledge—moving beyond content-heavy, mechanistic approaches and recognizing learning as a dynamic, situated process. Thus, the article advocates for educational approaches that engage with the complexity of life and the multifaceted nature of learning, breaking with outdated models to meet the challenges of the 21st century.