INTERDISCIPLINARY FORMACION THROUGH RESEARCH IN TEACHING IN PEDAGOGICAL RESIDENCE:: perceptions of undergraduates in nature sciences.

• Autor(a) principal: dos Santos Souza, Maycon
• Data de Publicação: 2022
• Outros Autores: Soares Lemos Shaw, Gisele
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Momento (Rio Grande. Online)
• Texto Completo: https://periodicos.furg.br/momento/article/view/14143
• topic: Ensino de Ciências; Interdisciplinaridade; Sequência Didática; Formação Docente.; Science Teaching. Interdisciplinarity. Didactic Sequence. Teacher formation.; Enseñanza de Ciencias. Interdisciplinariedad. Secuencia Didáctica. Formación Docente.

The formation of science teachers takes into consideration a series of factors ranging frompersonal and cultural aspects to social and economic aspects. Moreover, when an interdisciplinaryformacion is considered, the process becomes even more complex, since there is little research onthis subject. However, studies show that working on research in teaching, with the use ofInterdisciplinary Teaching Sequences (SDI), can contribute to teacher formation focused oninterdisciplinarity. Based on this perspective, the objective was to investigate, according to theperceptions of pedagogical residents in Nature Sciences, the contributions of a formative experienceinvolving research in teaching and interdisciplinary practices for interdisciplinary formation. In thisqualitative work, the phenomenology paradigm was used to investigate the perceptions andexperiences of the participants, obtained through questionnaires and experience reports, and thenanalyzed through Bardin's content analysis. The results showed that the residents understandinterdisciplinarity, according to authors such as Fazenda (2011), Melo (2015), Shaw (2019), amongothers that underpin this study, as well as relate it to research in teaching and to the use of SDI. Still,all agree that such tools contribute to reflection and to the improvement of their own pedagogicalpractice.