Abstract
Goal: The growing complexity of problems induces the use of multi- and interdisciplinary approaches in their solution. This situation occurs in a number of fields, including in the field of Education. The results of research from the interdisciplinary point of view in Education are presented in several journals, addressing different subjects, which prevents a holistic view on the development of this area. In order to fill this gap, this article aims to study interdisciplinarity in education in order to understand how the concept of interdisciplinarity has been applied in this area.
 Design / Methodology / Approach: It consists of a bibliographical survey, with articles indexed in the SCOPUS database. The selection of articles was limited to a transversal research in the literature from 2014 to 2018, using the following keywords: interdisciplinarity and higher education.
 Limitations of the investigation: Through the methodology used, 60 articles were selected.
 Results: Few articles were related to interdisciplinary practices, demonstrating the need for research to cover this gap.
 Practical implications: Although the subject began in the 1970s, there is still much to be researched regarding interdisciplinarity in education, to allow a better dissemination and practice thereof, so that students have a systemic view of current complexity.
 Originality/ Value: The study points out a gap in the literature, and the quantitative results suggest that there is a greater deficiency of works directed to the application of the interdisciplinary approach in the development of this aspect for the improvement of society.
Highlights
From the contemporaneity, complex problems that should be discussed in an unconventional, strictly disciplinary way arise
The question that emerges from the research is “what is the frontier of knowledge within the Interdisciplinarity and Higher Education interface?” the aim of this study is to carry out a cross-sectional bibliographic study on interdisciplinarity in education in the period 20142018, in order to understand how the concept of interdisciplinarity has been applied in this field today
Following that, it was performed the analysis of the results, in which 10 subjects were addressed by the authors
Summary
Complex problems that should be discussed in an unconventional, strictly disciplinary way arise. According to Hannon et al (2018), the focus on complex problems brings the need to have interdisciplinary curricula, beyond the limit of the subjects, to allow a better understanding. According to Clark et Wallace (2015), knowledge is fragmented in its organization, classification, production and use in academia, professions, and society. A practical conceptualization of interdisciplinarity in the interests of integration is necessary to address the multiple perspectives, epistemologies and fragmentation inherent in these problems. Interdisciplinarity, conceived in its etymological definition, is used in an overly broad sense. The definition of interdisciplinary implies in the relations between two or more disciplines or branches of knowledge, or something that is common to two or more disciplines (Houaiss, 2017)
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