Percepções de professores supervisores do PIBID-UFSCar sobre o conceito de interdisciplinaridade

• Autor(a) principal: Sanches, Raphael Cyrillo Ruiz
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/15077
• topic: Interdisciplinaridade; Práticas interdisciplinares; PIBID-UFSCar; Interdisciplinarity; Interdisciplinary practices; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The research aims to analyze the perceptions of teachers-supervisors of the PIBID-UFSCar about the concept of interdisciplinarity during the planning and execution of their actions. To this end, a group of seven supervising teachers who worked in the PIBID-UFSCar selected by the Capes Edital nº 07/2018 was investigated. The study is qualitative in nature. There were two questionnaires as an instrument of data collection: an open questionnaire composed of six questions about the activities developed by the supervisors who worked in the PIBID-UFSCar subprojects during the 18 months, from 2018 to 2020, and a complementary questionnaire, which aimed to characterize, individually, each of the subjects involved. In analyzing the teachers' speeches, we resorted to the studies of theorists who study the concept of interdisciplinarity, such as Japiassú (1976), Fazenda (1994, 2002, 2011), Pombo (1993, 2005, 2008) and the assumptions of the Institutional Project of the PIBID-UFSCar. The results indicate that most of the supervising teachers consider they have developed interdisciplinary practices and the perceptions about the concept of interdisciplinarity permeate the theoretical assumptions of this research in addition to presenting elements of the institutional project to which they are linked, considering the pillars of collaboration and interdisciplinarity of the PIBID-UFSCar. In general, the concept of interdisciplinarity is understood by the subjects as something that transcends the disciplinary character and integrates two or more disciplines. The collaborative principle is also striking in the speeches of the teachers who highlight the School-University planning and the partnerships with other teachers in the school.