Curricular transversality on knowledge management.

ABSTRACT

From the sociocritical paradigm and investigation based on participatory actions, this study proposed to analyze the integration of curricular transversality for knowledge management. Findings let us conclude that teacher's praxis is fragmentary, the needs of current challenges of the context as a source for knowledge management, which leads to the integration of the disciplines itself, view as the mediation for knowledge, doing, coexisting and undertaking from context and educational praxis.