A fragmentação e o ensino médio

The fragmentation of knowledge (Morin, 2017; Jacoby, 1990 [1987]) has defined educational processes, especially from the 19th century on (Couto, 2011), which reaffirms uncertainties for those undergoing schooling. With the reform of secondary education that instituted training itineraries in 2017, the fragmentation of knowledge has provoked issues. The observed gap resides with the scarcity of interdisciplinary or transdisciplinary research. Therefore, this article aims to investigate actions dealing with the totality of knowledge. A bibliographic study was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) to map research papers on the fragmentation of knowledge in secondary education. This study aims to contribute to updating concepts, methods, and strategies, in addition to reducing and/or problematizing the causes and consequences of knowledge fragmentation.