The problem solving as interdisciplinary practice in education: an epistemetodological proposal

The purpose of our text is to present problem solving as a possibility of interdisciplinary practice from an epistemetodological conception, seeking think methodological alternatives that make possible the interdisciplinary experimentation in the school / academic context. The provocative and guiding question of our study was: the epistemological-methodological conception of problem solving is a promising alternative for the construction of interdisciplinary practices in education? Our study consisted of a bibliographical and exploratory research. Methodologically it consists of a theoretical analysis anchored in the analytical-hermeneutical method, oriented epistemologically by a rationalist perspective, taken in its critical-analytical positioning and complexity focus. In the first part of the text we present the epistemological conception of Popper (2013; 2008; 2004; 1975) anchored in the proposed method of conjectures and refutations consisting in the creation and resolution of problems, from which it is possible the construction and reconstruction of knowledge; and in the second part we present the epistemetodological proposal of the placement and resolution of problems as a possibility of interdisciplinary practice in the teaching processes and learning, supported by Pozo (2008) and Sommermman (2015). Our conclusion is that the epistemetodological proposal of problem solving is a promising alternative for the construction of interdisciplinary practices in education, due to the creative potential, however, does not consist in the acquisition of tools and procedures capable of generating solutions when applied in themselves and by themselves, since as a method it must be associated to the learning contents.