Interdisciplinaridade na formação inicial de Professores de Química: perspectivas e desafios para a prática educativa

Abstract

Interdisciplinarity aims to overcome a fragmented knowledge, thus promoting an allembracing comprehension of reality. According to the educational legislation, concerning teacher qualification, the interdisciplinarity is a formation principle that must be considered into teaching practice, aiming to promote the articulation between different knowledge areas, surpassing a disaggregated knowledge and allowing meaningful experience in social and cultural reality. From the above, the objective of this research is to analyze evidence of mobilized knowledge in the Chemistry Degree courses that contribute to the development of interdisciplinary didactic activities. Thereby, this study adopted a qualitative research approach as a way of understanding in what manner the interdisciplinarity happens at the initial training of Chemistry Teachers. In the data gathering, it was done a documental analysis of the Chemistry Degree Course’s Pedagogical Projects. 4 teachers went through a semi-structured interview. 63 college students, firstly, went through an initial questionnaire. Secondly, it was implemented a pedagogical workshop with 10 students. At last, a focus group interview. The data examination was done through Textual Discourse Analysis. We noticed that the Course Pedagogical Projects presented some aspects linked to interdisciplinarity, such as knowledge articulation and integration, general interdisciplinarity conceptions such as the themes approach, and a conception that is nearer of the literature, that is the aggregation between learning fields. The teachers reported difficulties related to the student’s lack of knowledge, the teacher trainer and to inadequate instructor practice. Regarding the students, they presented thoughts near to the concepts described in literature, as well as mistaken ideas about the interdisciplinary work characteristics. Concerning the course, the college students considered that the Chemistry Teaching disciplines seek to stablish connections with chemistry learning and the professor’s actuation. The pedagogical workshop made possible the access to interdisciplinary knowledge and provided actions that can contribute to future interdisciplinary practices in basic education. The study on initial training of Chemistry Teachers made possible discussions about the interdisciplinarity practice in graduation, stimulating reflections on disciplined and fragmented knowledge overcoming, opening to dialogue and integration with other learning fields.