Transdisciplinary Pedagogical Projects. Correct definition of Law 115 in educational institutions of Colombia

Abstract

Transdisciplinarity has permeated the current Colombian education system, despite the fact that the fundamental principles of the transcendence of disciplines have been established as a unifying vision of knowledge for more than 50 years. However, when implementing educational policies framed within the General Education Law, educational institutions blatantly misrepresent the terms transdisciplinary and transversal when executing pedagogical projects aimed at designing and developing a product following requirements from the Ministry of National Education (MEN). Furthermore, the student must acquire mastery over a technique or technology, or a solution to a case from academic, social, political, or economic life, fostering an investigative spirit and fulfilling the objectives of the Institutional Educational Project (PEI) and the curriculum plan, which clearly implies transdisciplinarity, not transversality. This review delimits the search on teaching experience, local and national regulations, as well as research literature focused on transdisciplinarity and transversality from basic secondary and middle school educational environments, including technical secondary education. It found some lack of teaching and pedagogical knowledge about transdisciplinarity, transversality, and even about pedagogical projects and their application in public schools. The purpose of this study is to deconstruct the transversal concept applied to pedagogical projects with that of transdisciplinarity, giving meaning and significance to the requirements of the PEI and the curricular objectives of the country’s educational institutions and, in compliance with this, providing the educational community with the quality and learning that society demands.