Abstract:

Education has always lived a contradiction between the attempt to promote, boost and maintain ideas, more or less utopic, and the reality, in general, conservative and more at service of exclusion than for equality; giving priority to the bookish culture instead of the real transformation.

On the other hand, the dialectical debate between the old and the new, the theory and practice, is what enables to build new realities that can give answers to the problems and thereby support the pedagogical culture that is continually building itself. Many critics has been made to the classics models of formal education because, in the opinion of many scholars, is characterized by a dichotomy between teaching and learning, by giving more importance to teaching, when it is recognized that the focus should be on learning as the end of the process as a whole, taken as an inseparable unit.

The classic model is then considered as emphasizing the encyclopedic knowledge acquisition. In the meantime, this paper proposes a methodology that aims to optimize the teaching-learning process, characterized as an Intradisciplinary Holistic Methodology, which brings in its concept and base, fundamentals of interdisciplinarity, multidisciplinarity and pluridisciplinarity; in addition to philosophical foundations that guide other methodological currents as holistic education, integral education, global education and international education.
In terms of its importance to the educational process, highlights the scientific-pedagogical contribution, which consists in the fact that, through its premises, it seeks to solve the serious social problem that exists with the current teaching-learning model, which as a result, leaves a huge gap for the man to obtain the skills necessary to his integral formation process.

Keywords:

Teaching methodology, Holistic education, Teaching learning process.