A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity

Detalhes bibliográficos
Autor(a) principal: Brauner, Elisângela
Data de Publicação: 2020
Outros Autores: Ferrão, Naíma Soltau, Santarosa, Maria Cecilia Pereira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/5872
Resumo: This study aimed to investigate the perceptions and meanings attributed by teachers of a public school in the central region of the state of Rio Grande do Sul (RS) regarding the interdisciplinary theme and the repercussions on their teaching practice. Data were collected from an open questionnaire, analyzed qualitatively, using the Content Analysis technique proposed by Bardin. From the analysis of the teachers' responses to the questionnaire, two major thematic categories emerged: Characterization of Interdisciplinarity and Interdisciplinary Practices. It was concluded that teachers conceive interdisciplinarity as (i) integration of subjects and contents, (ii) teaching and learning methodology and, (iii) integration of areas based on themes. Regarding interdisciplinary practices, teachers recognize the importance of collaborative work, dialogue between teachers and mastery of the content of their discipline to develop interdisciplinary actions. On the other hand, they point out the lack of time for planning and work overload as the main factors that hinder the insertion of interdisciplinary practices in their school context.
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spelling A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarityUn estudio de las percepciones de los docentes de una escuela pública de la región central de Rio Grande do Sul sobre la interdisciplinariedadUm estudo das percepções de professores de uma escola pública da região central do Rio Grande do Sul sobre interdisciplinaridadeInterdisciplinaridadePercepções docentesEscola públicaEnsino.InterdisciplinariedadPercepciones de los docentesEscuela públicaEnseñanza.InterdisciplinarityTeaching perceptionsPublic schoolTeaching.This study aimed to investigate the perceptions and meanings attributed by teachers of a public school in the central region of the state of Rio Grande do Sul (RS) regarding the interdisciplinary theme and the repercussions on their teaching practice. Data were collected from an open questionnaire, analyzed qualitatively, using the Content Analysis technique proposed by Bardin. From the analysis of the teachers' responses to the questionnaire, two major thematic categories emerged: Characterization of Interdisciplinarity and Interdisciplinary Practices. It was concluded that teachers conceive interdisciplinarity as (i) integration of subjects and contents, (ii) teaching and learning methodology and, (iii) integration of areas based on themes. Regarding interdisciplinary practices, teachers recognize the importance of collaborative work, dialogue between teachers and mastery of the content of their discipline to develop interdisciplinary actions. On the other hand, they point out the lack of time for planning and work overload as the main factors that hinder the insertion of interdisciplinary practices in their school context.Este estudio tiene como objetivo investigar las percepciones y significados atribuidos por los docentes de una escuela pública en la región central del estado de Rio Grande do Sul (RS) con respecto al tema interdisciplinario y las repercusiones en su práctica docente. Los datos fueron recolectados de un cuestionario abierto, analizado cualitativamente, utilizando la técnica de Análisis de Contenido propuesta por Bardin. Del análisis de las respuestas de los docentes al cuestionario, surgieron dos categorías temáticas principales: caracterización de la interdisciplinariedad y prácticas interdisciplinarias. Se concluyó que los docentes conciben la interdisciplinariedad como (i) integración de asignaturas y contenidos, (ii) metodología de enseñanza y aprendizaje y (iii) integración de áreas basadas en temas. Con respecto a las prácticas interdisciplinarias, los maestros reconocen la importancia del trabajo colaborativo, el diálogo entre los maestros y el dominio del contenido de su disciplina para desarrollar acciones interdisciplinarias. Por otro lado, señalan la falta de tiempo para la planificación y la sobrecarga de trabajo como los principales factores que dificultan la inserción de prácticas interdisciplinarias en su contexto escolar.Este estudo teve por objetivo investigar as percepções e significados atribuídos por professores de uma escola pública da região central do estado do Rio Grande do Sul (RS) a respeito da temática interdisciplinaridade e as repercussões em sua prática docente. Os dados foram coletados a partir de questionário aberto, analisado qualitativamente, por meio da técnica da Análise de Conteúdo proposta por Bardin. Da análise das respostas dos docentes ao questionário emergiram duas grandes categorias temáticas: Caracterização da Interdisciplinaridade e Práticas Interdisciplinares. Concluiu-se que os professores concebem a interdisciplinaridade como (i) integração de disciplinas e conteúdos, (ii) metodologia de ensino e de aprendizagem e, (iii) integração de áreas a partir de temas. Em relação às práticas interdisciplinares, os professores reconhecem a importância do trabalho em colaborativo, do diálogo entre professores e o domínio do conteúdo de sua disciplina para desenvolver ações interdisciplinares. Em contrapartida, apontam a falta de tempo para o planejamento e sobrecarga de trabalho como principais fatores que dificultam a inserção de práticas interdisciplinares no seu contexto escolar.Research, Society and Development2020-07-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/587210.33448/rsd-v9i8.5872Research, Society and Development; Vol. 9 No. 8; e450985872Research, Society and Development; Vol. 9 Núm. 8; e450985872Research, Society and Development; v. 9 n. 8; e4509858722525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/5872/5032Copyright (c) 2020 Elisângela Brauner, Naíma Soltau Ferrão, Maria Cecilia Pereira Santarosainfo:eu-repo/semantics/openAccessBrauner, ElisângelaFerrão, Naíma SoltauSantarosa, Maria Cecilia Pereira2020-08-20T18:00:17Zoai:ojs.pkp.sfu.ca:article/5872Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:29:14.791831Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
Un estudio de las percepciones de los docentes de una escuela pública de la región central de Rio Grande do Sul sobre la interdisciplinariedad
Um estudo das percepções de professores de uma escola pública da região central do Rio Grande do Sul sobre interdisciplinaridade
title A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
spellingShingle A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
Brauner, Elisângela
Interdisciplinaridade
Percepções docentes
Escola pública
Ensino.
Interdisciplinariedad
Percepciones de los docentes
Escuela pública
Enseñanza.
Interdisciplinarity
Teaching perceptions
Public school
Teaching.
title_short A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
title_full A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
title_fullStr A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
title_full_unstemmed A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
title_sort A study of the perceptions of teachers from a public school in the central region of Rio Grande do Sul on interdisciplinarity
author Brauner, Elisângela
author_facet Brauner, Elisângela
Ferrão, Naíma Soltau
Santarosa, Maria Cecilia Pereira
author_role author
author2 Ferrão, Naíma Soltau
Santarosa, Maria Cecilia Pereira
author2_role author
author
dc.contributor.author.fl_str_mv Brauner, Elisângela
Ferrão, Naíma Soltau
Santarosa, Maria Cecilia Pereira
dc.subject.por.fl_str_mv Interdisciplinaridade
Percepções docentes
Escola pública
Ensino.
Interdisciplinariedad
Percepciones de los docentes
Escuela pública
Enseñanza.
Interdisciplinarity
Teaching perceptions
Public school
Teaching.
topic Interdisciplinaridade
Percepções docentes
Escola pública
Ensino.
Interdisciplinariedad
Percepciones de los docentes
Escuela pública
Enseñanza.
Interdisciplinarity
Teaching perceptions
Public school
Teaching.
description This study aimed to investigate the perceptions and meanings attributed by teachers of a public school in the central region of the state of Rio Grande do Sul (RS) regarding the interdisciplinary theme and the repercussions on their teaching practice. Data were collected from an open questionnaire, analyzed qualitatively, using the Content Analysis technique proposed by Bardin. From the analysis of the teachers' responses to the questionnaire, two major thematic categories emerged: Characterization of Interdisciplinarity and Interdisciplinary Practices. It was concluded that teachers conceive interdisciplinarity as (i) integration of subjects and contents, (ii) teaching and learning methodology and, (iii) integration of areas based on themes. Regarding interdisciplinary practices, teachers recognize the importance of collaborative work, dialogue between teachers and mastery of the content of their discipline to develop interdisciplinary actions. On the other hand, they point out the lack of time for planning and work overload as the main factors that hinder the insertion of interdisciplinary practices in their school context.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/5872
10.33448/rsd-v9i8.5872
url https://rsdjournal.org/index.php/rsd/article/view/5872
identifier_str_mv 10.33448/rsd-v9i8.5872
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/5872/5032
dc.rights.driver.fl_str_mv Copyright (c) 2020 Elisângela Brauner, Naíma Soltau Ferrão, Maria Cecilia Pereira Santarosa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Elisângela Brauner, Naíma Soltau Ferrão, Maria Cecilia Pereira Santarosa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 8; e450985872
Research, Society and Development; Vol. 9 Núm. 8; e450985872
Research, Society and Development; v. 9 n. 8; e450985872
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052803089170432

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