Interdisciplinarity in the curricula of Physics teachers training in Brazilian federal universities: the idea of interdisciplinarity as refracted in educational policies

• Autor(a) principal: Massensini de Azevedo, Lucas
• Data de Publicação: 2023
• Outros Autores: Ramos de Azevedo, Maria Antônia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/87090
• topic: Currículo Interdisciplinar; REUNI; Formação Docente em Física; Licenciatura; Ensino Superior; Interdisciplinary Curriculum; Political-Pedagogical Project; Teacher Training; Physics Teaching

This research focuses on the restructuring process of the curriculum of Licenciatura degrees (“Licentiate” Diplomas) in Physics in five Brazilian public Universities included in the Federal Universities Restructuring and Expansion Plans Support Program (REUNI). We seek to elucidate aspects related to teacher training and to understand how the notion of interdisciplinarity, present in the general guidelines of REUNI, changes in curricular policies over the years. We collected and analyzed the Political-Pedagogical Projects (PPP) of the courses, and structured a study based on the concept of refraction in educational policy – as defined by Goodson & Rudd (2017). Articulating systemic narratives, we identified five thematic axes related to interdisciplinarity: (1) the defense of a more comprehensive education; (2) pedagogical work organized in areas of knowledge and specific disciplinary cores; (3) a strengthening of the communication among professors, departments and scientific communities; (4) the integration of academic pillars; and (5) a form of institutional conservatism. As conclusion, we highlight that there has been a significant advance in the resignification of the concept and ways of implementing an interdisciplinary training, but that need to be accompanied by paradigmatic changes in teaching practice where curricular innovations trace in PPP equally innovative pedagogical interventions to advance powerful and emancipatory proposals.