Abstract
The health crisis triggered by COVID-19 forced a restructuring of the education system tomaintain the flow of learning and ensure the continuity of education. In response to thissituation, the Ministry of Education of Peru, through its Undersecretary of EducationalFoundations, launched interdisciplinary project initiatives that educators should execute withtheir students virtually. After overcoming the critical phase of the pandemic in Peru, educatorsmaintained the implementation of this type of projects, which were integrated with keycompetencies into the curriculum. However, a difficulty arose: the lack of preparation ofteachers to approach teaching from an interdisciplinary perspective, opting instead formultidisciplinary approaches. This scenario led to the development of a research with thepurpose of examining the application of interdisciplinarity and multidisciplinarity in theeducational field after the pandemic. For this, a documentary and descriptive researchapproach was adopted, using the analytical-synthetic method. Google Forms was used todistribute 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 wasorganized in tables to facilitate the analysis and discussion of the findings, which indicatedthat the use of multidisciplinarity by teachers prevails, attributed to the need to strengthentheir skills for collaborative work