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

Detalhes bibliográficos
Autor(a) principal: Cândido de Moura, João Henrique
Data de Publicação: 2021
Outros Autores: Petrucci-Rosa, Maria Inês, Massena, Elisa Prestes
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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spelling 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

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