¿Retorno a la zona de confort en proyectos interdisciplinarios? Experiencia en una escuela secundaria del sur de Argentina

Abstract

This article is located in an intermediate moment of implementation of an interdisciplinary project in a secondary school in a city in Patagonia Argentina, when the protagonists, for various reasons, rethink the continuity of the actions and/or the modality of this. The mobility that this type of work generates in teachers, management staff and students is analyzed, from places that cause insecurity to others that are relatively comfortable or stable for them, within their comfort zones. The theoretical perspective supports the integration not only of disciplines, but also of knowledge, times, communities and people. Elements of school life are recognized to be taken into account to promote a certain sustainability of this type of projects, related to the visibility of the execution phases, the teaching modality and the evaluation criteria. A necessary reconstruction of the epistemological reference of the protagonist group involved also emerges.