TEACHING OF PHILOSOPHY, FORMATION AND INTERDISCIPLINARITY

The text presents and discusses the theme of interdisciplinarity with special focus on the human sciences from two articulated movements. (A) In the first part we are dedicated to the elaboration of the problem of cultural fragmentation (which brings us to the interdisciplinary challenge) by allusion to the "modern ambience" as a historically determined way of relating to culture and knowledge, for what Thomas Kuhn calls "normal science." (B) In the second part, and starting of such historical and epistemological considerations of modern subjectivation, it is important to point out the challenges involved in the design of an interdisciplinary formation and at the same time signaling to some strategy of facing the problem of "cultural fragmentation" - regarded as a deeply anchored historical phenomenon. The broad "cultural fragmentation" that multiple interdisciplinary strategies aim to combat in the school setting is especially experienced as a disciplinary compartmentalization of the curriculum in general and of the human sciences we are looking at here. In this context, we maintain that the curricular component of philosophy, but also the philosophical spirit pedagogically dilated, respectively, constitute a promising epistemological formation and strategy for confronting cultural fragmentation in the interdisciplinarity register.