Abstract:

Currently, universities are spaces for intellectual growth, the training specialization of students who acquire the academic tools and experiences for their future professional work. Specialization has allowed chemical, biological, humanistic, and social sciences, among others, to develop individually and focus on their fields. However, this same specialization prevents or distances interdisciplinary understanding and dialogue to resolve global problems that demand the integration of various areas of knowledge.

Currently, the importance of interdisciplinarity and even transdisciplinarity is being reconsidered as a comprehensive approach to understanding our global environment and with it, aspire to a Renaissance thinking where dogmatic and ossified knowledge is reactivated, reinterpreted, and rethought, permeating the unitary disciplines, enriching each other in an integrative and innovative progress.

This work reports the experience with university students and teachers who formed an interdisciplinary team from the fields of medicine, physics, and communication, among others, to exchange knowledge and develop competencies specific to other fields. The participants developed transversal skills associated with critical thinking, documentary review, contrast of scientific information, definition of an editorial approach, synthesis of information, aesthetic creativity, as well as editing and sound editing through specialized software.

As part of the methodological development, the following strategies were addressed through the formation of interdisciplinary teams to:
1. Review of scientific articles, definition of the editorial approach, and writing of scientific dissemination articles (appropriation of scientific information).
2. Adaptation of the popular article into a literary-technical script that aesthetically integrates the elements of radio language: Music, sound effects and environments, voice, and silence (pre-production).
3. Voice recording, editing, and assembly of sound elements in audio editing software (production and post-production).
4. Distribution of scientific dissemination capsules on university radio and digital channels (public communication of science).

As a result of this experience, it is proposed that university students from various fields of knowledge who participated in this experience were able to exchange knowledge and develop competencies specific to other fields, opening their disciplinary perspective, and enriching their interdisciplinary training.

Finally, as a result of this project, the production of scientific dissemination materials was achieved to the benefit of university radio audiences. This work proposes this strategy as a replicable model in higher education centers to promote interdisciplinary dialogue and public communication of science.

Keywords:

Educational innovation, higher education, interdisciplinary, scientific dissemination, radio production, scientific journalism, transversal skills.