Competencia comunicativa interdisciplinaria: Conceptualización y aplicación práctica

Introducción. La actividad académica interdisciplinaria está asociada a una serie de dificultades que surgen durante el proceso de la comunicación entre los participantes en su interactuar. Hoy día, el interés de los investigadores por el estudio de este tema es creciente debido a la necesidad de dotar al proceso de aprendizaje interdisciplinario de herramientas didácticas y materiales metodológicos. No menos relevante es el estudio de la cuestión del uso del lenguaje por parte de los participantes en la comunicación interdisciplinaria.
Objetivo. El objetivo del trabajo es formular el concepto de “competencia comunicativa interdisciplinar” sobre la base de la investigación teórica y práctica y desarrollar un modelo de dicha competencia.
Metodología, métodos y procesos de investigación. En el desarrollo del trabajo se utilizaron métodos de investigación cuantitativos y cualitativos. Los datos obtenidos como resultado de la realización de 24 entrevistas semiestructuradas entre representantes de cinco grupos de encuestados interesados en el proceso educativo al interior de la universidad (empleadores, directores académicos de programas, docentes, estudiantes y egresados) permitieron identificar su actitud hacia un enfoque interdisciplinario para aprender y enseñar en la universidad, así como comprender las características de la comunicación multifuncional en las empresas. El modelo de competencia comunicativa interdisciplinaria desarrollado por los autores del artículo se puso a prueba mediante la realización de una encuesta en línea entre docentes, estudiantes y empleadores. El procesamiento de datos (139 respuestas) se llevó a cabo utilizando métodos cuantitativos modernos.
Resultados. Como resultado del estudio se formuló el concepto de competencia comunicativa interdisciplinaria y se desarrolló un modelo de esta competencia que incluye tres componentes: 1) Conocimiento del uso funcional del lenguaje y habilidades cognitivas para la realización de actividades interdisciplinarias, 2) Habilidades del habla, 3) Cualidades personales de los miembros del equipo interdisciplinario. Un análisis de los datos obtenidos durante 24 entrevistas en profundidad y una encuesta a 134 encuestados reveló la necesidad y conveniencia de desarrollar la competencia comunicativa interdisciplinaria entre todos los participantes en el proceso educativo para una comunicación efectiva. En la estructura del modelo de competencia comunicativa interdisciplinaria, todos los grupos de encuestados coincidieron en resaltar la prioridad de la formación de habilidades y destrezas del habla de los integrantes del equipo interdisciplinario, lo que confirma la validez de elegir estos elementos como componente protagónico en la estructura del modelo de la competencia comunicativa interdisciplinaria.
Novedad científica. Este artículo contribuye al desarrollo del concepto de “competencia comunicativa interdisciplinaria” y propone un modelo de competencia comunicativa interdisciplinaria basado en datos empíricos obtenidos durante entrevistas y encuestas.
Significado práctico. Los resultados del estudio pueden tener aplicación práctica en el desarrollo de programas para cursos interdisciplinarios y materiales didácticos para la enseñanza en la universidad.

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