CURRÍCULO INTERDISCIPLINAR E FORMAÇÃO DOCENTE EM CIÊNCIAS DA NATUREZA: DESAFIOS E POSSIBILIDADES

• Autor(a) principal: Coelho, Franciele Braz de Oliveira
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/713
• topic: Interdisciplinaridade. Ensino de Ciências da Natureza. Discurso Pedagógico. Complexidade.; Interdisciplinarity. Teaching of Natural Sciences. Pedagogical Discourse. Complexity.; Ciências e Matemática

The study was developed in the Graduate Program in Teaching Science and Mathematics of the Franciscan University (UFN), in the research line "Teacher Training in Science and Mathematics". It sought to investigate the relationship between the proposal of curricula of undergraduate courses with an interdisciplinary perspective and the teaching practice of its graduates. The context of this research was the courses of Natural Sciences - Licenciatura of the State of Rio Grande do Sul, namely: Federal University of Pampa (UNIPAMPA) Campi Uruguaiana and Dom Pedrito, Federal Institute of Education, Science and Technology of Rio Grande do Sul ( IFRS) Campus Porto Alegre. The research had a qualitative, exploratory approach, using the following data collection instruments: questionnaire, interview, document analysis and observation. In the study, the following sources were analyzed: (1) National Curricular Guidelines for the Education of Basic Education Teachers, at the higher level, undergraduate course, full graduation; (2) Pedagogical Projects of the undergraduate courses; (3) Teaching practice of undergraduate and graduate teachers. These sources were analyzed based on the theory of description language presented by Basil Bernstein. The analysis of the curricula was based on the pedagogical device theory (Basil Bernstein), considering the official pedagogical discourses (directives) and the pedagogical discourses of reproduction (pedagogical projects, practices and discourses) that, together with the concepts of classification and framing, relationship between the discourses and the relationship between the subjects in the research context. In relation to the interdisciplinarity, the research made use of the concepts of Ivani Fazenda and in relation to the complexity, the ideas of Edgar Morin were adopted. With the development of the research, it was possible to verify the challenges and possibilities arising from the interdisciplinary curricular organization for the initial teacher training in Natural Sciences. The main results highlight the possibility of carrying out an interdisciplinary work, when the curricular proposal is foreseen in units or axes that allow the dialogue between the areas. Polydocence was also shown as a favorable alternative in this process. However, for the effective development of curricular proposals with a focus on interdisciplinarity, it is necessary to mobilize the teaching staff for teamwork, with a view to joint planning, integrating the different areas of knowledge. In the analyzed context, it was identified that the lack of engagement of the teaching staff with the pedagogical conception of the courses ends up preventing the provisions of the PPC from being experienced in classroom practice. Nevertheless, it was possible to verify that the graduates of these courses present characteristics of an interdisciplinary professional, who is able to visualize the knowledge of their area of action linked to other components and areas, being a researcher professor, who understands that the interdisciplinarity is related to the pedagogical attitude of the teacher.