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.
- EDUCATION
- PRIMARY EDUCATION
- INTERDISCIPLINARITY
- LEARNING
- EDUCATIONAL PRACTICES
- TID:202919021
Interdisciplinaridade, uma proposta viável?
Bastos, C. F. (Author). 2021
Student thesis: Master's Thesis