Interdisciplinarity in Secondary School Education: a Study and Research path

We start from the hypothesis that the school separation between disciplines hinders inquiry-based teaching. Creating interdisciplinary environments facilitates this approach when dis-ciplinary content is utilized in the study of problematic issues, surpassing the limitations of school organization by subjects. We investigate this conjecture through the proposal of study and research paths (SRP) taking into consideration the Anthropological Theory of the Didactic. We present an SRP on the evolution of COVID-19 implemented over two consecutive years in the 4(th) year of Spanish secondary school education, through collaborative work between the subjects of Mathematics, Tech-nology, Biology, and Communication. The results indicate that the interdisciplinary environment fos-ters inquiry dynamics, but for it to be sustainable, it is crucial to preserve spaces for disciplinary work