A PRESENÇA DA INTERDISCIPLINARIDADE NAS POLÍTICAS ATUAIS DE FORMAÇÃO DE PROFESSORES

• Autor(a) principal: Margarida de Castro Crusoé, Nilma
• Data de Publicação: 2022
• Outros Autores: Sousa Sobrinho Pessoa, Zenaura, Alves de Oliveira Serejo, Janaina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1978
• topic: Keywords: Interdisciplinarity. Guidelines. Teacher training.; Palabras clave: Interdisciplinariedad. Pautas. Formación de profesores.; Interdisciplinaridade; Formação de professores; Políticas públicas

This article presents reflections on the presence of interdisciplinarity in teacher education. The importance of discussing the theme is due to the fact that there are different understandings about it, in general, and also because the insertion of interdisciplinarity in Brazilian education is accompanied by different configurations in the legislation that deals with professional training (FAZENDA, 1996). In this way, it is intended to analyze how the term appears in Resolution CNE/CP nº 2, of December 20, 2019, in Resolution CNE/CP nº 1, of October 27, 2020 and in CEE Resolution nº 70, of December 16, 2020. July 2019, which regulate the initial and continuing training of professionals in national education and the state of Bahia today. It will seek to nuance how interdisciplinarity is conceptualized in such documents and to announce which meanings can be produced in the respective teacher training curricula. It is a documentary research, based on content analysis, and it is expected that the results can contribute to problematize the debate around the idea that interdisciplinarity is an important element for education professionals to understand the educational phenomenon in their totality and critically analyze the social/cultural/historical/economic context in which they are inserted.