Tese
Da percepção à ação: práticas educacionais interdisciplinares em escola técnica integrada ao ensino médio
Autor
Dal Molin, Viviane Terezinha Sebalhos
Institución
Resumen
In general, pedagogical activities are isolated and disconnected from the social
context in which teachers and students are inserted. This fact stems from the current
scholar scenario, where the disciplinary system portrays not only the disciplinary
formation that the teacher receives, but also the way in which knowledge is
constructed, that is, rigid and fragmented. The main aim of this study was the
analysis of interdisciplinarity and its practices in the pedagogical development of the
teachers of a technical school integrated to secondary education, since it is linked to
the integration proposed by the institutional context. For this, pedagogical practices
were developed in the disciplinary and interdisciplinary dimensions, where different
methodological strategies were used, such as seminars, collective planning, and
thematic workshops, using promotion of health as a guiding theme. In addition, it was
intended to develop reflective aspects of pedagogical practices were and to make
use of thematics in the construction of students' knowledge. This research can be
classified as qualitative. The data was analyzed through Content Analysis and was
carried out at the Industrial Technical College of Santa Maria-RS, linked to the
Federal University of Santa Maria – RS. As a result, from this research, two scientific
articles and one manuscript were elaborated. The first article reports the contribution
from the seminars as a disciplinary teaching strategy for health promotion. The
second article presents the conceptions about interdisciplinarity of the teachers of
basic and technical areas, as well as the perceptions of their pedagogical practices.
The manuscript approaches the contributions, difficulties, and suggestions for
interdisciplinary pedagogical practices based on the reflections and interactive
activities carried out by the participants of an integrated multidisciplinary team.
Results show that the teachers' conceptions about interdisciplinarity are related to
their academic formation. It is possible and valid to insert interdisciplinarity in the
teaching context with a previous analysis and planning, guided by the pedagogical
political project and the institutional development plan. The importance of this study
is demonstrated by considering the levels of disciplinary interactions. In addition, they
also show the interaction of Science Education with other areas of knowledge for the
benefit of the teaching-learning process.