The role of interdisciplinarity and teacher training: Historical and philosophical aspects

Abstract

In this paper we review the concept of interdisciplinarity from a historic-philosophical perspective, and relate it to teacher education and training. The methodological approach developed here was that interdisciplinarity may be exercised both as an epistemological principle and as a methodological attitude, thus significantly influencing teacher education through interdisciplinary formative actions. We highlighted the importance of creating and maintaining, in the classroom, an environment that not only allows but also evokes interdisciplinary practices. It is equally important that such practices have an institutional place and support where they may develop, allowing the emergence of new forms of thinking and knowing. It is possible to concle that it is relevant that professors at universities (formative professors) re-evaluate the role of interdisciplinarity by not misunderstanding it as simple juxtaposition of subject matter, but, instead, that they open possibilities for the development of new theoretical and practical path to knowing.

Key words: interdisciplinarity, teacher training, epistemological principle, methodologicalattitude.