Transdisciplinarity in school: an ethics of care in the face of educational complexity

Abstract

This reflective article arises from questioning the role of transdisciplinarity as an ethical response to contemporary educational complexity. It argues that transdisciplinarity is not merely an epistemological or methodological approach, but rather an ethical practice of care that redefines pedagogical work. Its conceptual foundations are analyzed, distinguishing it from multidisciplinarity and interdisciplinarity, while highlighting its potential to reconnect diverse forms of knowledge. Likewise, its role in teacher education is examined, where active methodologies become concrete expressions of a transdisciplinary praxis. Finally, it is argued that transdisciplinarity constitutes a transformative horizon for Latin American schools insofar as it transcends the traditional logic of educational systems toward a humanizing, critical, and sustainable education, always oriented to the care of life. These reflections are grounded in the theoretical contributions of Basarab Nicolescu, Edgar Morin, and other critical authors who have problematized today’s global emergencies from a critical perspective. The conclusions affirm that this approach mobilizes schools and educational practice toward actions that promote equity, justice, and collective well-being. In the case of Latin America, its potential is recognized to confront historical challenges such as inequality, cultural diversity, and the disconnection between schools and communities.