DISCUSSIONS ON TEACHER EDUCATION AND INTERDISCIPINARITY: WHAT DO RESOLUTIONS CNE/CP 2/2015 AND CNE/CP 2/2019 SAY

• Autor(a) principal: Dameão, Ana Paula
• Data de Publicação: 2023
• Outros Autores: Farias, Gerson dos Santos, Pereira, Patrícia Sandalo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/14343
• topic: Interdisciplinary Work; Initial Teacher Education; Praxis; Trabajo Interdisciplinar; Formación Inicial del Profesorado; Praxis; Trabalho Interdisciplinar; Formação Inicial de Professores; Práxis

This article has, as its theme, discussions about interdisciplinarity and teacher training, taking official documents as support. To do this, we aim to understand how interdisciplinarity is being developed in initial teacher education, based on Resolution CNE/CP No. 2/2015 and Resolution CNE/CP No. 2/2019. As theoretical contributions, we dialogue with studies that thematize interdisciplinarity, from the specificities and complexities that cross the initial training of teachers. With regard to methodology, we adopted the perspective of documentary research, through assumptions of document analysis. In this way, we sought to verify how the terms - interdisciplinary and its correlates - appeared in these documents and, mainly, what was the insertion context. The results reveal, in general, an absence in the conceptualization of interdisciplinarity and the lack of orientation towards the development of actions that ensure interdisciplinary work. With this, it is possible to show, in the political-pedagogical intentions, a lack of subsidies that make interdisciplinary teaching possible. In addition, it was also possible to identify a sharp decrease in mentions from one document to the other, as well as a correspondence between the terms and teacher training, however, we were unable to diagnose clear guidelines regarding development and effectiveness.