ATIVIDADE INTERDISCIPLINAR NO ENSINO DE CIÃNCIAS : entre o ideal e a realidade

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The education decade, which began in 1996 with the publication of the new Brazilian National Education Directives and Bases Law, disseminated a large number of experiences throughout the country, which sought to place into practice the proposals contained in the official documents. Among these proposals, we highlight interdisciplinarity in the present study carried out at an Experimental Teaching Center in the state of Pernambuco (Brazil) and seek to understand how work in this perspective is operationalized in the teaching of natural sciences. The Teaching Center was inaugurated in 2004 and has experienced two distinct moments in relation to interdisciplinary practice â the first was very intensive and went through to 2006, and the other, beginning in 2006, was a time of distancing and reformulation. The change involved three basic aspects: management, methodology and curriculum. The research subjects were teachers at the Center in the fields of physics, biology, chemistry and mathematics, as well as the teaching staff coordinator and a university professor who worked on the specific training of staff members to work at the Center. The study consisted of interviews and observations. Specifically addressing the sciences, we found a teaching staff with a profile that is very favorable to the development of successful interdisciplinary activities. However, we also identified priorities in science teaching that did not favor interdisciplinary activities; in more than half of science teaching activities (51%), we found no evidence of any type of interdisciplinarity. The absence of a guiding problem in the activities is also evident in the teachersâ planning and practice. The teachers demonstrated no concern in listing the concepts involved in an activity or how their students replicated their schemas in the interaction with a class of situations required for such an activity. Such a concern would be fundamental for the evaluation process to have a positive effect. The following stood out as obstacles to the implementation of an interdisciplinary activity: insufficient time for planning and evaluation; inadequate personal profile; the incompatibility between disciplinarity and interdisciplinarity; and insufficient financial resources. Interdisciplinarity appears to be a viable alternative for the integral formation of citizens at school, although it is necessary to strictly obey the proper steps its execution. Pedagogical vigilance is needed in order to ensure practices that come increasingly closer to the ideal

ASSUNTO(S)

ensino de ciÃncias educacao interdisciplinary activity atividade interdisciplinar conceptual fields interdisciplinaridade campos conceituais science teaching interdisciplinarity

ACESSO AO ARTIGO

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