THE CLASSIC PARADIGM AND THE EMERGENCY OF INTERDISCIPLINARY HOLISM

Abstract

The problem with this essay lies in the fact that the classical paradigm and, consequently, the fragmentation of knowledge no longer respond to the complexity and dynamics of the relationships that involve contemporary knowledge. In this context, this essay aims to outline a historical and ideological characterization of the classical paradigm, articulating the emergence of a new paradigm in the face of the demands of a new time, which presupposes the configuration of the “holistic-interdisciplinary” paradigm in the educational context. In this way, the holistic and interdisciplinary perspective is fundamental to the depth of the part-whole relationships; whole-parts (holism) and the dialogue between the sciences (interdisciplinarity), with the aim of favoring an integral and, therefore, more comprehensive and meaningful teaching. In this sense, this theoretical essay is based on Santos (2004), Morin (2000), Fazenda (2011), Thiesen (2008), among other authors that scientifically validate this study. As a final proposition, the adoption of the holistic-interdisciplinary paradigm is indicated as an alternative to overcoming the classic paradigm and improving the quality of teaching.