The storm under feet: the interdisciplinary challenge

• Autor(a) principal: Daflon, Claudete
• Data de Publicação: 2016
• Outros Autores: Antunes, Alexandre
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Terra Roxa e Outras Terras: Revista de Estudos Literários
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/terraroxa/article/view/27163
• topic: Literature; Science; Interdisciplinarity; Education; Literatura; CViência; Interdisciplinaridade; Educação

We propose to discuss, from the relations between literature and science, the relevance of interdisciplinary studies for an education committed to the human condition, the complexity of knowledge and the imagination. From Edgar Morin’s work about complexity of knowledge and imagination, we thought the possibility of Literature’s teaching renovation at schools as resulting from an approach that is able to join knowledges considered usually as conflicting (humanities, arts and language are usually considered in opposition to hard sciences, studies about nature and mathematics). Taking into account epistemological features in relation to knowledge’s production and diffusion, in accord to authors like Gaston Bachelard and Wolf Lepenies, we discuss the dissolution of hierarchies and divisions between subjects. We aimed to contextualize the discussion based on official documents as Parâmetros Curriculares Nacionais do Ensino Médio and researchers that study the education in Brazil as Lopes (1999) and Fazenda (1996).This theoretical orientation allowed to support the methodology characterized by approach of the literary text as a complex subject, that is, we must consider it in an integrated way, including different kinds of knowledge represented by school’s subjects, especially those that are connected to natural sciences. The literary piece isn’t any more exclusive of studies about Language and Literature, but it doesn’t mean lose the specificity. The text is perceived as articulation of multiple aspects and knowledge that can be refreshed by interdisciplinary approaches of reading. At last, grounded on reflections and proposes developed in this article, we proposed a reading exercise of the poem “Às Artes” (1788, “To the Arts”) by Manuel Inácio da Silva Alvarenga. The choice aimed to expose how the connection between scientific knowledge and poetry of that moment offers complexity and topicality to the text written more than 200 years, relating to student’s demands at school.