21ST CENTURY: TIME TO THINK AND ACT INTERDISCIPLINARILY

Abstract

This article discusses interdisciplinary thought and practice in the twenty-first century, as a response to the crisis of the fragmentation of knowledge, called "pathology of knowledge" or blindness of knowledge. For a better understanding of the crisis we are experiencing, we intend to interpret it from an articulating perspective and overcoming fragmented analyses, in view of their interfaces, complexity and totality. Therefore, the objective of this article is to understand the contributions of interdisciplinary epistemology in the practice and production of knowledge, since social phenomena and life do not occur in isolation, but in an interdependent way. This objective can be better explained in the analysis of the experience of the Guarani Mbya way of being. The theoretical basis of the article draws on authors such as Edgar Morin, Ivani Fazenda, Georg Lukács, Paulo Freire, Hilton Japiassu, Marcel Mauss and Gersem Baniwa, focusing on the conflict between colonial technical rationality and nhandereko (traditional Guarani Mbya way of life). The methodology, of an ethnographic and qualitative nature, involved participant observation and semi-structured interviews with members of the Kuaray Rexakã and Pinheiro Ty villages, of the Tenondé Porã Indigenous Land, located in the municipality of São Bernardo do Campo. The results of the research indicate that indigenous education operates in a dimension of totality, in which thoughts and practices are inseparable. It is concluded that interdisciplinarity, as an ethical and epistemological attitude, is fundamental to understand and promote an education that respects the diversities and autonomies of the ways of being of native peoples and people.