The article presents bibliographic information about the modern paradigmatic crisis in science and the need for dialogue between science and other rationales in order to enrich our relationship with the world by the production of more prudent knowledge. Contemporary science allows the crisis of a fragmented and utilitarian way of thinking and the return of complex thought. In times of paradigmatic shift, where the absolute certainties and promises of progress and quality of life have been challenged by more ethical and aesthetic ways of thinking / being in the world, environmental education has emerged as a knowledge which mobilizes other knowledges and practices to transcend demarcated boundaries. By restoring the dialogue of the disciplines, Environmental Education produces new curricular territories where the intertwining of knowledge allows changes and the unexpected. These are inherent in new ways of perceiving the world and making Education.
Modern science; Environmental education; Interdisciplinarity