INTERDISCIPLINARITY IN EDUCATION RESEARCH / LA INTERDISCIPLINARIEDAD EN LAS INVESTIGACIONES EDUCATIVAS

Interdisciplinary orientation has become lately a preponderant and evident manifestation of educational research due to the current scientific development, in particular in educational research. Many of the researchers in this field claim that they follow an interdisciplinary position, but in fact their aspirations are rarely confirmed because of its complexity, and of a relatively unawareness about its characteristics, specifically of the educational formative processes. The aim of this article is to offer theoretical elements about the characteristics of interdisciplinary conceptions and their fundamental manifestations in educational research. Among the basic arguments given here, reference is made to the scientific requirements, of epistemological nature, in order to assume a true interdisciplinary conception, the first manifestations of interdisciplinary conception within educational sciences and their later impact, above all the influence of Vigostky’s historic-cultural school of thought, enriched by his followers, in which culture, in its broader sense, plays an important role regarding its impact on psychology, pedagogy, and didactics as particular sciences, mainly in Iberoamerica and, more specific, in Cuba.