The Turns in the Production of Knowledge Through Interdisciplinary and Transdisciplinary Practices: A Proposal from the Perspective of Latin America

Abstract: Interdisciplinarity (ID) and transdisciplinarity (TD)—in their definitions and practical characteristics—encapsulate the tensions, demands, and transformations that scientific research is currently undergoing in response to the complexity of scientific problems across various domains. This article aims to contribute to the discussion on how ID and TD research dynamics are implemented in Latin America. By anchoring the analysis in this region, it seeks to recognize and examine developments specific to it, identify commonalities with other regions, and, most importantly, contribute to expanding a fragmented and often unacknowledged community of practice. To distinguish these dynamics, the article proposes an analytical matrix composed of four “turns” that introduce new perspectives on how knowledge is produced. These turns, termed the “ethical-political turn,” the “participatory turn,” the “contextual turn,” and the “dialogical turn,” draw inspiration from contributions in Science, Technology, and Society Studies (STS) and Interdisciplinary and Transdisciplinary Studies (ITS). The matrix is designed to serve as a common and flexible framework, allowing for the application and integration of new dimensions to uncover and analyze situated ID and TD dynamics. Its purpose is to advance a better understanding of how ID and TD dynamics are practically implemented, fostering their recognition, application, and support. To test its application, four research groups from the University of the Republic in Uruguay were selected as case studies to analyze ID and TD dynamics and their implementation. The results demonstrate that the matrix facilitates an understanding of the foundations, challenges, and practices of ID and TD, as expressed through each of the proposed turns and their interrelations. From the perspective of the philosophy of interdisciplinarity, this matrix contributes to an epistemological reflection on the integration of diverse forms of knowledge, the theoretical and methodological challenges involved, and how this process generates a reconfiguration of scientific knowledge that enables a more effective approach to addressing the complexity of contemporary problems. Ultimately, the matrix offers a situated framework that promotes the integration of multiple perspectives in the process of knowledge creation and recognizes the connections between diverse forms of knowledge to address problems that cannot be satisfactorily tackled by a single discipline or solely by academic actors. This approach aims to deepen the understanding of the transformation of epistemological and methodological practices, providing a more nuanced, complex, and varied image of science that enriches scientific practice.