Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

The scientific and technological formation guided by the disciplinarity paradigm is problematized, starting from a historical-philosophical reflection on the limited epistemological structure of the disciplinary models. In contrast to technoscience in a critical perspective from the studies on interdisciplinarity and new sciences, the possibilities of rethinking the scientific and technological training in a diverse cognitive and educational platform. Such a platform identified with Science, Technology, and Society Studies - of an interdisciplinary nature, of the challenges posed by the knowledge society, points out the currently available alternatives, seeking to rethink models guiding transformations in the field of scientific education and to integrate sociocultural, sociotechnical and techno-scientific dimensions of knowledge. These are: Historical-Critical Pedagogy, whose emphasis is the final social practice; the Freirian Pedagogy, aimed at the emancipation of subjects; and the Emerging Models in health education, which seeking integrative practices end up creating spaces of interdiscipline such as the Interprofessional Education and Multiprofessional Residency Programs.