GRECO-ROMAN EDUCATION AND INTERDISCIPLINARITY AS PATHS TO INTEGRAL EDUCATION

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DOI:

https://doi.org/10.56579/rei.v8i1.2606

Keywords:

Interdisciplinarity, Greco-Roman Education, Integral Education

Abstract

This article presents a theoretical and propositional approach to Greco-Roman education as a foundation for comprehensive and interdisciplinary education in contemporary basic education. Regarding interdisciplinarity, it is based on the premise that the current educational model experiences disciplinary fragmentation, compromising the comprehensive education of students. Therefore, the objective of this study is to demonstrate how the educational principles of Greco-Roman culture can contribute to overcoming this fragmentation, providing the foundation for an integrative and formative pedagogy. The study adopts an interpretive bibliographic methodology, based on authors such as Morin, Nicolescu, Marrou, and Jaeger. The interdisciplinary focus falls on the first two levels proposed by Nicolescu: application and epistemology. The article also proposes a practical planning framework for interdisciplinary school activities. Finally, the proposal indicates possibilities for constructing the unity of knowledge through meaningful experiences that articulate reason, ethics, aesthetics, and practice, such as the dramatization of classical texts, debates on ethics, and practices based on the rhetorical perspective of antiquity. The conclusion highlights that, although challenging, the proposal represents a response to contemporary educational demands, promoting a humanistic, critical, and comprehensive education.

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Author Biographies

Caio Monteiro Melo, State University of Tocantins

Caio Monteiro Melo holds a PhD in Knowledge Dissemination from the Federal University of Bahia (2017) and is a professor at the State University of Tocantins (UNITINS), working in the Pedagogy program at the Palmas Campus. He carries out teaching and research activities in the fields of History of Education, Epistemology, and Teacher Education, with an emphasis on the relationship between culture, formative knowledge, and school practices. His academic work involves the critical analysis of educational models in different historical contexts, as well as the development of pedagogical proposals aimed at the integral development of students and educators. He has experience coordinating interdisciplinary projects, teacher training, and the development of teaching materials. His reflections converge toward an education grounded in ethics, critical thinking, and the appreciation of culture as an essential dimension of human formation.

Mariany Almeida Montino, State University of Tocantins

She holds a PhD (2011) and a Master’s degree (2005) in Education from the State University of Campinas (UNICAMP), with a doctoral internship at the University of Lisbon, and a Bachelor’s degree in Pedagogy from the University of San Francisco (1993). With more than 25 years of experience in Basic Education, she has worked as a teacher in Early Childhood Education, Elementary Education, and Youth and Adult Education, as well as holding positions in school leadership, pedagogical coordination, educational supervision, and municipal advisory roles. Since 2016, she has been a tenured professor at the State University of Tocantins (Unitins), where she teaches courses related to literacy, school management, and teacher education. She coordinated the Language Center (2019–2022), served on the Research Ethics Committee (2019–2024), leads the Institutional Center for Studies in Educational Public Policies (NIEPPE), and is a member of the Science and Teaching Study and Research Group (GEPCE/UNICAMP), developing projects focused on literacy, reading and writing practices, and mediation of school conflicts. Since 2022, she has served as the coordinator of the Pedagogy program at the Palmas campus. Her scientific production and extension activities reflect a commitment to public education, equity, and teacher education, especially in addressing post-pandemic educational gaps.

Ana Maria Barros, State University of Tocantins

Es estudiante del curso de Pedagogía de la Unitins, Campus Palmas, donde actúa como becaria de monitoría académica. Actualmente, es funcionaria de la Secretaría Municipal de Educación de Palmas, Tocantins, desempeñando la función de monitora de desarrollo infantil en un Centro Municipal de Educación Infantil (CMEI). Ha orientado sus estudios de trabajo de fin de carrera hacia la temática de la educación integral, con énfasis en un análisis comparativo entre la educación integral griega y la educación integral contemporánea.

Nataniely Rodrigues Vieira, State University of Tocantins

Nataniely Rodrigues Vieira is an undergraduate student in the Pedagogy program at Unitins, Palmas Campus, where she serves as a scholarship holder of the Institutional Extension Scholarship Program (PIBIEX) in the extension initiative University–School Dialogue: Shared Knowledge in the Post-Pandemic Literacy and Reading/Writing Process. The initiative aims to collaborate with schools in the recovery of learning by sharing theoretical and practical knowledge produced in the academic environment and integrated with the knowledge constructed in everyday school practice.

References

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Published

2026-01-26

How to Cite

Melo, C. M., Montino, M. A., Barros, A. M., & Vieira, N. R. (2026). GRECO-ROMAN EDUCATION AND INTERDISCIPLINARITY AS PATHS TO INTEGRAL EDUCATION. Interdisciplinary Studies Journal, 8(1), 01–14. https://doi.org/10.56579/rei.v8i1.2606

Issue

Vol. 8 No. 1 (2026): INTERDISCIPLINARY STUDIES JOURNAL

Section

ARTICLES

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