Innovative and insurgent teaching practices: interdisciplinarity and contextualization as possible paths

• Autor(a) principal: Mattos, Sandra Maria Nascimento de
• Data de Publicação: 2021
• Outros Autores: Oliveira, Keila Ferreira de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Ensino em Revista
• Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/60502
• topic: Práticas docentes; Interdisciplinaridade; Contextualização; Insurgência; Teaching practices; Interdisciplinarity; Contextualization; Insurgency; Prácticas docentes; Interdisciplinariedad; Contextualización; Insurgencia

This article aims to present innovative and insurgent teaching practices that sought, in interdisciplinarity and in the contextualization of knowledge through students, to transgress what is set. These practices were developed with the implementation of the “Space-Vegetable Garden in School” Project, aiming to modify the view of the school community regarding the work developed at the State School of Elementary and Secondary Education Cora Coralina, Cacoal – RO, Brazil. We adopted the methodology of participant observation and conducting rounds of conversations to produce the data. In this perspective, the observation of innovative and insurgent teaching practices, which were thus characterized by demonstrating original actions or not, but which incorporated renewal to the teaching intention, are a way to go beyond what is instituted in the classroom. There are challenges, but that can be overcome when diverse teaching and learning strategies are used, promoting effective and meaningful practices.