A interdisciplinaridade no ensino de graduação em saúde: uma revisão de experiências brasileiras

Abstract

Interdisciplinarity, as a pedagogical and epistemological principle, plays an increasingly essential role in the context of higher health education. In a world characterized by complex and interconnected problems, the ability to integrate knowledge and perspectives from multiple disciplines is fundamental for training professionals prepared to face contemporary challenges. However, despite its unquestionable relevance, interdisciplinarity often faces significant obstacles in its conceptualization and effective application in educational practice. The fragmented understanding of its foundations, as well as the lack of clear methodological approaches, can hinder its coherent incorporation into academic curricula. Based on this issue, this dissertation is structured into two independent but complementary articles. In the first article, entitled "Interdisciplinarity: History and Conceptual Plurality," we carry out a critical analysis of the history and foundations of interdisciplinarity, with the aim of clarifying the challenges associated with its conceptual definition. In turn, the second article, entitled "Interdisciplinary Experiences in Higher Education in Health: A narrative review", aims to provide a comprehensive view of the current state of national scientific publications that explore interdisciplinarity experiences in undergraduate health courses during the period from 2012 to 2022. In this study, initially, a comprehensive categorization of articles was conducted based on several parameters, and in addition, we adopted a conceptual epistemological framework previously applied to the empirical categorization of interdisciplinarity in research projects to classify interdisciplinarity experiences in higher education in health. Therefore, this dissertation aims to encourage discussions about the concepts and practices of interdisciplinarity in higher education in health, contributing with reflections and questions to advance interdisciplinary practice and overcome tensions arising from persistent disciplinary hegemony.