EPISTEMOLOGIA ECOSSISTÊMICA E INTERDISCIPLINARIDADE: uma parceria necessária ao ensino escolar do século XXI

Abstract

This article aims to weave elements that can contribute to reflect on the school education that we have and the ecosystemic reality that we live. In this study, we point out evidences that the educational system remains fragmented and hierarchical, while the 21st century requires that the subjects have an ecosystemic knowledge. There are indications that the permanence in this way of organizing school education fulfills the neoliberalist ideal, by not encouraging in the students the perception about environmental, social and economic issues, nor the imbrication between these elements and their lives. As a proposal to attenuate the incoherence between formal disjunctive education and global subjects of the 21st century, we bring interdisciplinarity as a didactic option, sustainability as a resource to develop pedagogical praxis based on themes related to the experiences of cognitive subjects and ecological, complex, ecosystem as an epistemological basis to foster a teaching that intends to meet the traditional paradigm and didactics. To support our study, we used authors such as Morin (2010,2011); Varela (2011), Capra (2006), Maturana (1982,2011); Farm (2008,2011); Japiassu (1976, 1994) and others scientists who develop transdisciplinary research. Concerning the methodological procedure we adopted the bibliographic research, for this we carring out a study on the elements of the research, namely: ecosystemic epistemology; interdisciplinarity and sustainability, as well as a documentary survey, regarding the qualitative approach. In this panorama we point out as a possibility for the promotion of an ecological perception, the ecosystemic epistemology integrated to interdisciplinarity, given the indications of the necessity of a paradigmatic and didactic transition, evidenced in the study.