摘要：This study synthesizes critical considerations about knowledge compartmentalization and disciplinarity, considered impeditive elements of dialog between subjects. The analysis is supported by academic thinking about the subject knowledge organization, identified by means of an analysis in 73 Brazilian scientific journal articles in the field of Information Science, aimed to identifying proposals to overcome the current disciplinal dissention or morphological ruptures in curricula constitution. Aiming at contribute to the transformation of the strait-laced frames in teaching programs, perceptive in the criticism of curricular construction, it concludes indicating the possibility for inclusion of transversal subjects in teaching programs, in order to organize the knowledge in information field to facilitate the relation between organization learning and transversal subjects or another curricular component within students needs, considering their relations with Information Science.
其他摘要：This study synthesizes critical considerations about knowledge compartmentalization and disciplinarity, considered impeditive elements of dialog between subjects. The analysis is supported by academic thinking about the subject knowledge organization, identified by means of an analysis in 73 Brazilian scientific journal articles in the field of Information Science, aimed to identifying proposals to overcome the current disciplinal dissention or morphological ruptures in curricula constitution. Aiming at contribute to the transformation of the strait-laced frames in teaching programs, perceptive in the criticism of curricular construction, it concludes indicating the possibility for inclusion of transversal subjects in teaching programs, in order to organize the knowledge in information field to facilitate the relation between organization learning and transversal subjects or another curricular component within students needs, considering their relations with Information Science.
