Interdisciplinarity and decoloniality in different times and spaces

Abstract

It presents a discussion about interdisciplinarity and evaluative decoloniality and their contexts, their characteristics and records of production of interdisciplinary knowledge in theoretical documents, which indicate the clarification of this term in pedagogical teaching proposals. The purpose is to reflect on decololinity, evaluation and new teaching practices, seeking the meaning of interdisciplinarity as an educational and methodological action in basic education. The research was developed by bibliographic survey in articles and books; as well as based on reports from Posensino colleagues. Theoretical contributions and analyzes made possible reflections on the importance of this theme in education, so that interdisciplinarity can occur. It is necessary to break the invisible barriers present in many disciplines, difficulties in accessing shared knowledge. Interdisciplinary action is a way to improve different areas of knowledge, as well as the possible narratives that will be built through academic dialogues that this text will raise.