A prática interdisciplinar de professoras de ciências do ensino fundamental ciclo II

Abstract

Interdisciplinarity is a term widely cited in studies and scientific researches that aim to show the non-fragmentation of knowledge as an exit to improvement of teaching and learning. However, although its importance in the teaching practice is frequently discussed, inserting it in classes is poorly revealed, making it difficult the elaboration and development of interdisciplinary projects in Primary Education schools. Thus, the present study aims to investigate how three secondary school science teachers, from municipal and state network of the city of Juiz de Fora, and supervisors of the subproject Science Cycle II, developed the interdisciplinary work in their classroom. Seven stages of dada obtainment were contemplated, starting with a semi-structured interview to identify which were the teachers’ concept of interdisciplinarity. Facing difficulties to formulate the concept, weekly meetings were done to discuss about texts of the subject, followed by a second semi-structured interview to monitor the changes or not in the comprehension of the concept. The texts were essential for the construction of a convergent definition about the term, necessary for the elaboration of a project considered interdisciplinary by the participants, with later application in classes, in which they teach. During the elaboration of the Project, was made a study of knowledge of mobilized teachers as well as a record about their distress, difficulties and an identification of the importance of the work they were doing in a field journal. A third semi-structured interview was done to assess the challenges encountered during the application and to reflect on interdisciplinary practice. Some difficulties were pointed out by them in doing a frequent interdisciplinary practice. Some of these points were lack of time to plan and search the classes, financial resources, didactical material, bibliographic references about the teaching and learning process with interdisciplinary approach, and preparation, since initial formation is quite specific. Despite all the difficulties, the data analysis points out many advantages in the interdisciplinary practice to the knowledge of the students, as well as to the work of the teachers.