Hacia una visión integradora: la transdisciplinariedad como imperativo para la investigación del conflicto escolar

School conflict constitutes a complex phenomenon that transcends the analytical frameworks of any isolated discipline. This theoretical essay examines transdisciplinarity as a necessary epistemological perspective for its comprehensive understanding, with special reference to the research project "School conflict as a complex phenomenon: social imaginaries and knowledges in dialogue", situated in the urban context of Bogotá, Colombia. Based on a comparative analysis of the main theoretical positions —Nicolescu, Morin, Max-Neef, Lanz, Carrizo, Klein, Sotolongo and Delgado—, it is argued that transdisciplinarity is not an intellectual trend but a rigorous epistemological response to the complexity of the contemporary world. The essay presents the methodological pillars of transdisciplinarity, the principles for constructing transdisciplinary concepts with academic rigor, the heuristic role of metaphor in knowledge production, and the criteria for designing a transdisciplinary research protocol on school conflict. The central thesis maintains that approaching school conflict from this perspective implies a profound reform of thought: transitioning from expert problem-solving to a dialogue of knowledges among educational actors themselves.