INTERDISCIPLINARITY ADULT'S EDUCATION

Abstract

According to Pavian (2008), the concept of interdisciplinary is polysemy and there is no consensus within teachers community as well as researchers. In my view, it can be associated with a certain egoism and weak perception that the interdisciplinary practice increases knowledge and contributes for fulfilment of teaching and learning purposes. For effective interdisciplinary practice on adult education, it is an act of courage to believe and to accept that we can learn from those whom we thing that they know less or even nothing. For that I consider a courage one the main factors that characterises a good educator. The purpose of this paper is to emphasize the importance of interdisciplinary for adult education, especially in literacy area as it facilitates the fulfilment of its purposes by exchanging knowledge and life experiences among educators and also with their adults learners. The method used in this paper is descriptive based in literature (e.g. books and some articles found in the internet), interpretation of some actor´s assumptions that I considered relevant combining with my own perceptions about interdisciplinary. I also applied semi-structured interview with two educators at Ngungunhana Primary School on issue of interdisciplinary. The achieved conclusions indicates that interdisciplinary among educators is a practice that even themselves find it relevant and indispensable as it enable to complement their knowledge and helps to fulfil the learning needs of the adults learner. In this paper I also emphasize some advantages that an effective interdisciplinary practice can provide to design a curriculum that reflects the realty and expectations of adults learners.