INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Ensaio (Belo Horizonte. Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/ensaio/article/view/22587 |
Resumo: | The idea of interdisciplinarity has established itself in the Brazilian educational scenario in recent decades, leading to demands for interdisciplinary activities in the school context. Contrary to what curriculum documents recommend, such practices do not happen naturally. Anchored in Goodson, we argue that school subjects have no dimmed boundaries. Thus, we investigate how interdisciplinary practices are engendered in the initial training of natural science teachers, within the scope of supervised internships in two Brazilian public universities, one in the northeast region, the other in the southeast. Through the Discursive Textual Analysis (DTA), we analyze reports and scripts produced by the undergraduates. Despite signaling possibilities of working interdisciplinary, the belonging to the training area of each trainee is remarkable, which evidences the robustness of the disciplinary organization. |
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Ensaio (Belo Horizonte. Online) |
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INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similaresInterdisciplinaridadeFormação InicialDisciplina EscolarThe idea of interdisciplinarity has established itself in the Brazilian educational scenario in recent decades, leading to demands for interdisciplinary activities in the school context. Contrary to what curriculum documents recommend, such practices do not happen naturally. Anchored in Goodson, we argue that school subjects have no dimmed boundaries. Thus, we investigate how interdisciplinary practices are engendered in the initial training of natural science teachers, within the scope of supervised internships in two Brazilian public universities, one in the northeast region, the other in the southeast. Through the Discursive Textual Analysis (DTA), we analyze reports and scripts produced by the undergraduates. Despite signaling possibilities of working interdisciplinary, the belonging to the training area of each trainee is remarkable, which evidences the robustness of the disciplinary organization.The idea of interdisciplinarity has established itself in the Brazilian educational scenario in recent decades, leading to demands for interdisciplinary activities in the school context. Contrary to what curriculum documents advocate, such practices do not happen naturally. Anchored in Goodson, we argue that school subjects have no dimmed boundaries. Thus, we investigate how interdisciplinary practices are engendered in the initial training of natural science teachers, within the scope of supervised internships in two Brazilian public universities, one in the northeast region, the other in the southeast. Through the Discursive Textual Analysis (DTA), we analyze reports and scripts produced by the undergraduates. Although they indicate possibilities for interdisciplinary work, it is noted that the establishment of such practices is not trivial. The remarkable belonging to the area and the robustness of the disciplinary structure within the school indicates the importance of negotiating and working together for carrying out interdisciplinary practices. A ideia de interdisciplinaridade se estabeleceu no cenário educacional brasileiro nas últimas décadas, levando a demandas pela realização de atividades interdisciplinares no contexto escolar. Ao contrário do que preconizam os documentos curriculares, tais práticas não acontecem naturalmente. Ancorados em Goodson, argumentamos que as disciplinas escolares não apresentam fronteiras esmaecidas. Assim, investigamos como práticas interdisciplinares são engendradas na formação inicial de professores das Ciências da Natureza, no âmbito de estágios supervisionados em duas universidades públicas, uma no Sudeste, outra no Nordeste brasileiro. Analisamos relatórios e roteiros produzidos pelos licenciandos com a Análise Textual Discursiva. Apesar de indicarem possibilidades de se trabalhar interdisciplinarmente, nota-se que o estabelecimento de tais práticas não é trivial. O notável pertencimento à área de formação e a robustez da organização disciplinar dentro da escola sinalizam a importância das negociações e do trabalho coletivo para o engendramento de práticas interdisciplinares.CECIMIG-FaE-UFMG2021-07-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://periodicos.ufmg.br/index.php/ensaio/article/view/2258710.1590/1983-21172021230107 Ensaio Research in Science Education; Vol. 23 (2021): .Ensaio Investigación en educación científica; Vol. 23 (2021): .Ensaio Pesquisa em Educação em Ciências; v. 23 (2021): .1983-21171415-2150reponame:Ensaio (Belo Horizonte. Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/ensaio/article/view/22587/27938https://periodicos.ufmg.br/index.php/ensaio/article/view/22587/27939Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciênciasinfo:eu-repo/semantics/openAccessCândido de Moura, João HenriquePetrucci-Rosa, Maria InêsMassena, Elisa Prestes2022-03-25T13:43:09Zoai:periodicos.ufmg.br:article/22587Revistahttps://periodicos.ufmg.br/index.php/ensaioPUBhttps://periodicos.ufmg.br/index.php/ensaio/oairevistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com1983-21171415-2150opendoar:2022-03-25T13:43:09Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
title |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
spellingShingle |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares Cândido de Moura, João Henrique Interdisciplinaridade Formação Inicial Disciplina Escolar |
title_short |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
title_full |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
title_fullStr |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
title_full_unstemmed |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
title_sort |
INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares |
author |
Cândido de Moura, João Henrique |
author_facet |
Cândido de Moura, João Henrique Petrucci-Rosa, Maria Inês Massena, Elisa Prestes |
author_role |
author |
author2 |
Petrucci-Rosa, Maria Inês Massena, Elisa Prestes |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cândido de Moura, João Henrique Petrucci-Rosa, Maria Inês Massena, Elisa Prestes |
dc.subject.por.fl_str_mv |
Interdisciplinaridade Formação Inicial Disciplina Escolar |
topic |
Interdisciplinaridade Formação Inicial Disciplina Escolar |
description |
The idea of interdisciplinarity has established itself in the Brazilian educational scenario in recent decades, leading to demands for interdisciplinary activities in the school context. Contrary to what curriculum documents recommend, such practices do not happen naturally. Anchored in Goodson, we argue that school subjects have no dimmed boundaries. Thus, we investigate how interdisciplinary practices are engendered in the initial training of natural science teachers, within the scope of supervised internships in two Brazilian public universities, one in the northeast region, the other in the southeast. Through the Discursive Textual Analysis (DTA), we analyze reports and scripts produced by the undergraduates. Despite signaling possibilities of working interdisciplinary, the belonging to the training area of each trainee is remarkable, which evidences the robustness of the disciplinary organization. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/ensaio/article/view/22587 10.1590/1983-21172021230107 |
url |
https://periodicos.ufmg.br/index.php/ensaio/article/view/22587 |
identifier_str_mv |
10.1590/1983-21172021230107 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/ensaio/article/view/22587/27938 https://periodicos.ufmg.br/index.php/ensaio/article/view/22587/27939 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciências info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Ensaio Pesquisa em Educação em Ciências |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
CECIMIG-FaE-UFMG |
publisher.none.fl_str_mv |
CECIMIG-FaE-UFMG |
dc.source.none.fl_str_mv |
Ensaio Research in Science Education; Vol. 23 (2021): . Ensaio Investigación en educación científica; Vol. 23 (2021): . Ensaio Pesquisa em Educação em Ciências; v. 23 (2021): . 1983-2117 1415-2150 reponame:Ensaio (Belo Horizonte. Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Ensaio (Belo Horizonte. Online) |
collection |
Ensaio (Belo Horizonte. Online) |
repository.name.fl_str_mv |
Ensaio (Belo Horizonte. Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistaepec@gmail.com || ensaio@fae.ufmg.br || itilan@hotmail.com |
_version_ |
1799711163647262720 |