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For the past two decades there has been a growing debate in Latin America about the kind of education taught at universities. At the centre of this questioning lies the awareness that although spaces and agents of knowledge have multiplied, the paradigms that shape the division of the areas of knowledge and their epistemological foundations (between sciences and humanities, for instance) appear to have reached a state of exhaustion. One of the reasons for this is the closed disciplinary structure that generally embraces a small group of theories while simultaneously rejecting many others that supposedly belong to the canon of other disciplines.

It is in this context of thematic and theoretical sectarianism that the interest of crossing disciplinary boundaries grew. Thus, interdisciplinarity emerged as a necessary perspective that deliberately took advantage of methodologies developed in other disciplines …