INTERDISCIPLINARY EDUCATION: CASE STUDY IN THE BIOLOGICAL SCIENCES COURSE OF THE INSTITUTO FEDERAL DO ACRE

• Autor(a) principal: Nascimento, Taita Lima do
• Data de Publicação: 2022
• Outros Autores: Neuenfeldt, Derli Juliano
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3802
• topic: Interdisciplinaridade; Ensino; Formação de professores; Interdisciplinarity; Teaching; Teacher training; Interdisciplinariedad; Enseñanza; Formación docente

This article presents an analysis of how the teaching practices of the teachers of a degree course in Biological Sciences, of a teaching institution in the north of the country, relate to the concept of interdisciplinarity foreseen in the Pedagogical Project of the Course and in the Pedagogical Project institutional. Characterized by the exchange of reciprocal knowledge between two or more areas of knowledge, interdisciplinarity has been considered indispensable in the curricula for teacher training. The research carried out had a qualitative approach, with a case study design. The participants were the Coordinator, teachers, and course graduates. For the production of information, multiple techniques were used from sources: documents; observational; semi-structured interview and discussion group. The analysis of the corpus of this study was carried out in the light of Discursive Textual Analysis. As a result, it is observed in relation to teaching practices, the development of interdisciplinary activities through a curricular component, called an integrative project, with project-based teaching being the methodology most used by teachers. Regarding the curriculum design, the course's PPC directs interdisciplinary teaching based on the relationship, theory and practice, through the articulation of specific and pedagogical knowledge, making it evident that the proposed activities partially contemplate interdisciplinarity. Finally, it is evident that even with a convergence of efforts for the development of interdisciplinary teaching, teaching practices still fail to establish a relationship with the concept of interdisciplinarity present in Institutional documents.