Why do not cross-cutting themes mean transversality (or transdisciplinarity)?

• Autor(a) principal: Silva, Priscila de Freitas
• Data de Publicação: 2020
• Outros Autores: Araujo, Flavia Monteiro de Barros
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/6677
• topic: Cross-cutting themes; Transdisciplinarity; Transversality; Interdisciplinarity; Teaching-learning.; Temas transversales; Transdisciplinariedad; Transversalidad; Interdisciplinariedad; Enseñanza-aprendizaje; Temas transversais; Transdisciplinaridade; Transversalidade; Interdisciplinaridade; Ensino-aprendizagem.

It has been more than twenty years since the National Curriculum Parameters brought a new issue: cross-cutting themes. Issues such as ‘Ethics’, ‘Work and consume’, ‘Sexual orientation’, ‘Health’, ‘Environment’ and ‘Cultural Plurality’ were proposed. Although they had not been chosen democratically, some of them have been well accepted and have been taking space in the work on classrooms and educational areas. However, even though the prefix – trans – may suggest, transversal themes are not transdisciplinarily taught. The understanding of transversality and transdisciplinary as synonyms in this article leads us to a nondisciplinary way of learning. In this study we aim, by a revision of literature, to contribute to the discussion of interdisciplinary and transdisciplinary, envisioning the application of transversal themes in classroom to more meaningful teaching practices. Considering the pressing need for a new generation able to reflect on our real state of life, that can be the subjects and not objects of history, we infer that transdisciplinary learning would be a proper approach to a more dialogic and freeing teaching. Therefore, once it is conducted, it shall produce a complete revision of curriculum, its compartmentalization and hierarchies.. Furthermore, the work with cross-cutting themes in an interdisciplinary way, using the ones suggested by PCN or others that may be considered relevant, can conduct the teaching work to a more reflective practice and bring the student to the center of the process, as they are themes fiercely lived by the school community. It could in addition, if well explored, turn the students into conductors of their own knowledge.