Interdisciplinaridade, uma proposta viável?
Miniatura indisponível
Data
2021
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A pesquisa aborda as teorias e práticas pedagógicas referentes à
interdisciplinaridade no contexto escolar. O enfoque principal é compreender o
que sabem e pensam os professores sobre a interdisciplinaridade e a que
práticas pedagógicas recorrem para concretizá-la. Poderá vir a contribuir para os
interessados em ampliarem seus conhecimentos relacionados aos projetos
interdisciplinares para que estes possam compreender as variantes entre teoria
e prática, aprendizado significativo como também a importância da reflexão do
professor sobre o trabalho pedagógico realizado na instituição escolar.
Esta pesquisa apresenta uma abordagem qualitativa, de natureza descritiva
com a utilização de método de análise de conteúdos, pois aponta caminhos para
o desenvolvimento de uma pesquisa mais próxima do cotidiano e das
experiências dos sujeitos. Foi utilizado um aporte teórico por meio de pesquisas
bibliográficas de diferentes autores (as), entre eles: Olga Pombo, Ivani Catarina
Arantes Fazenda, Hilton Japiassu, Edgar Morin, Joaquim Pintassilgo, André
Chervel, Ivor Goodson, George Gusdorf, Célestin Freinet, através dos quais
observamos a relevância da discussão sobre a epistemologia da
interdisciplinaridade e a forma como os profissionais compreendem e a utilizam
em sala de aula com intuito de estabelecer diálogo entre as disciplinas, para
assim melhorar a qualidade de ensino na escola pública. No complexo processo
que envolve o ensino público, a atuação eficaz do docente é imprescindível para
a construção do conhecimento dos alunos de maneira integral, logo a
necessidade de compreender como o processo de ensino acontece em sala de
aula na base da interdisciplinaridade e suas possibilidades, ou seja, se há
posição legal, efetiva ou meramente ideológica.
The research addresses pedagogical theories and practices related to interdisciplinarity in the school context. It may contribute to those interested in expanding their knowledge related to interdisciplinary projects so that they can understand the variations between theory and practice, significant learning as well as the importance of the teacher's reflection on the pedagogical work carried out in the school institution. The main focus of the research is to understand what teachers know and think about interdisciplinarity and what pedagogical practices they use to make it happen. This research presents a qualitative approach, of a descriptive nature with the use of content analysis method, as it points out ways for the development of a research closer to the subjects' daily life and experiences. A theoretical contribution was used through bibliographic researches of different authors, among them: Olga Pombo, Ivani Catarina Arantes farm, Hilton Japiassu, Edgar Morin, Joaquim Pintassilgo, André Chervel, Ivor Goodson, George Gusdorf, Célestin Freinet, through of which we observe the relevance of the discussion on the epistemology of interdisciplinarity and the way professionals understand and use it in the classroom in order to establish dialogue between the disciplines, in order to improve the quality of teaching in the public school. In the complex process that involves public education, the effective performance of the teacher is essential for the construction of students' knowledge in an integral way, therefore the need to understand how the teaching process happens in the classroom on the basis of interdisciplinarity and its possibilities, that is, whether there is a legal, effective or merely ideological position.
The research addresses pedagogical theories and practices related to interdisciplinarity in the school context. It may contribute to those interested in expanding their knowledge related to interdisciplinary projects so that they can understand the variations between theory and practice, significant learning as well as the importance of the teacher's reflection on the pedagogical work carried out in the school institution. The main focus of the research is to understand what teachers know and think about interdisciplinarity and what pedagogical practices they use to make it happen. This research presents a qualitative approach, of a descriptive nature with the use of content analysis method, as it points out ways for the development of a research closer to the subjects' daily life and experiences. A theoretical contribution was used through bibliographic researches of different authors, among them: Olga Pombo, Ivani Catarina Arantes farm, Hilton Japiassu, Edgar Morin, Joaquim Pintassilgo, André Chervel, Ivor Goodson, George Gusdorf, Célestin Freinet, through of which we observe the relevance of the discussion on the epistemology of interdisciplinarity and the way professionals understand and use it in the classroom in order to establish dialogue between the disciplines, in order to improve the quality of teaching in the public school. In the complex process that involves public education, the effective performance of the teacher is essential for the construction of students' knowledge in an integral way, therefore the need to understand how the teaching process happens in the classroom on the basis of interdisciplinarity and its possibilities, that is, whether there is a legal, effective or merely ideological position.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO BÁSICO, INTERDISCIPLINARIDADE, APRENDIZAGEM, PRÁTICAS EDUCATIVAS, EDUCATION, PRIMARY EDUCATION, INTERDISCIPLINARITY, LEARNING, EDUCATIONAL PRACTICES