Interdisciplinary and multidisciplinary processes in the post-pandemic educational system in Peru

The health crisis triggered by COVID-19 forced a restructuring of the education system to maintain the flow of learning and ensure the continuity of education. In response to this situation, the Ministry of Education of Peru, through its Undersecretary of Educational Foundations, launched interdisciplinary project initiatives that educators should execute with their students virtually. After overcoming the critical phase of the pandemic in Peru, educators maintained the implementation of this type of projects, which were integrated with key competencies into the curriculum. However, a difficulty arose: the lack of preparation of teachers to approach teaching from an interdisciplinary perspective, opting instead for multidisciplinary approaches. This scenario led to the development of a research with the purpose of examining the application of interdisciplinarity and multidisciplinarity in the educational field after the pandemic. For this, a documentary and descriptive research approach was adopted, using the analytical-synthetic method. Google Forms was used to distribute a survey with a Likert scale to 42 teachers from an educational unit in Lima, selected through a non-probability sampling for convenience. The information collected was organized in tables to facilitate the analysis and discussion of the findings, which indicated that the use of multidisciplinarity by teachers prevails, attributed to the need to strengthen their skills for collaborative work