MULTIDISCIPLINARITY (OR INTERDISCIPLINARITY) AND TRANSVERSALITY UNDER THE PERSPECTIVE OF ORGANIC LAW 3/2020, OF DECEMBER 29, AMENDING ORGANIC LAW 2/2006, OF MAY 3, ON EDUCATION

Abstract

The organization of school knowledge into disciplines has a long tradition. Although the desire for interdisciplinary work also has broad historical references, it was not until the last third of the past century that the tradition of teaching disciplines separately entered into crisis.

This article reflects on interdisciplinarity and curricular transversality under the approach of the new education law, LOMLOE. To do so, it analyzes and links the concepts of interdisciplinarity and transversality. Speaking of interdisciplinarity involves comparing the term with disciplinarity but not denying it. It also entails defining the spaces of “non-disciplinarity” found in the extensive literature produced over the last fifty years regarding this term.

The new curriculum is explored through the three axes that have shaped the curricular structure derived from LOMLOE, relating them to the spectrum of meanings of interdisciplinarity and transversality. The potential of the Exit Profile is evaluated as a curricular element with a marked transversal character, and the presence and impact of specific competencies as a means of linking this profile with the areas and subjects are analyzed to promote transversality. Additionally, one aspect of increasing curricular autonomy in educational centers is addressed, which involves the possibility for them to group interdisciplinary knowledge areas in primary education and subjects from the first three years of Compulsory Secondary Education.