Interdisciplinarity in the Construction of Scientific Knowledge

Abstract

In light of the complexity of current challenges, it becomes necessary to overcome the fragmentation of knowledge, and interdisciplinarity emerges as a promising pathway in this process. This article aims to investigate how interdisciplinarity relates to the construction of scientific knowledge. It is based on the understanding that science is a socially constructed, historically situated process, permeated by values, interactions, and disputes, which requires an approach that articulates diverse forms of knowledge. The article presents reflections on epistemology and the genesis of interdisciplinarity as a response to excessive specialization, and analyzes the Sociology of Knowledge to demonstrate that scientific production is influenced by social, cultural, and institutional factors. Furthermore, it discusses the challenges and possibilities of interdisciplinarity in science education, with an emphasis on teacher training and the strengthening of pedagogical practices that integrate the scientific, social, and ethical dimensions of knowledge. The Science-Technology-Society (STS) approach is also incorporated to foster a more critical, accessible, and socially engaged science. It is concluded that interdisciplinarity constitutes an essential dimension in the construction of scientific knowledge, by promoting articulations among various fields of knowledge that broaden the understanding and social relevance of science.