Resumo

PEREZ, Marta; ASTORGA, José; BUSTAMANTE, Patricia  e  CASTILLO, Silvia. Interdisciplinarity, social discourse and secondary education. Cuad. Fac. Humanid. Cienc. Soc., Univ. Nac. Jujuy [online]. 2000, n.15, pp.323-340. ISSN 1668-8104.

The research team who wrote this paper are currently working on the research project 766 at C.I.U.N.Sa: "Didactic Alternatives in Social Sciences: Argumentation". The aim of this project is to analyse 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 a first step, the epistemological foundations of works by Piaget, Doghan and Pahre, García Canclini, Follari and Morin were analized, as regards interdisciplinarity in scientific research. This analysis aimed at establishing a consensual theoretical background wich made possible the didactic transposition to school subjects such as History, Civics, Language and Literature, Piolitical Science, Ethics and Logics and Methodology of Sciencies. In a second step, interdisciplinary experiencies based on the Foundational Project of Instituto de Educación Media and developed between 1993-1997 were revised. 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 "hybridation" in sciences (Doghan). · "Trasndiciplinarity" defined from the object of study (García Canclini). · Interdisciplinarity: a critical view from Follary's standpoint. · New conceptualizations about scientific knowledge. The theoretical influence of E. Morin

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