Reflexões e desafios na construção de um projeto interdisciplinar no ensino médio

• Ano de defesa: 2007
• Autor(a) principal: Miranda, Elenita dos Santos
• Orientador(a): Silva, Ana Maria Marques da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: ENSINO MÉDIO; INTERDISCIPLINARIDADE (EDUCAÇÃO); PROFESSORES - ATUAÇÃO PROFISSIONAL; MÉTODOS E TÉCNICAS DE ENSINO
• Link de acesso: http://hdl.handle.net/10923/3069

This inquiry had the purpose to analyze the conceptions of interdisciplinarity in the teacher`s speeches and practices throughout the construction of an interdisciplinary project in a public high school. We have analyzed the difficulties faced by the teachers during the development of the project, their reflections and challenges, beyond the attitude of the students submitted to this approach. The goal of the project was to contribute for the teacher’s group surpassing the naive, mechanicist and out of context vision of disciplines, from the enrollment in planning, constructing and evaluating an interdisciplinary project. This work was developed, not only from the reflections about the interdisciplinarity and its theoretical possibilities, but from the practice and the experience of an interdisciplinary project. The project was developed with students of the third grade of a night turn high school, during one school year period, was called “Reading, Writing and Understanding,” and involved Biology, Physical, Religious Education, Physical Education, Geography, History, Portuguese Language, Literature, Mathematics and Chemistry teachers. Although initially available to be involved with innovative proposals and to believe that an interdisciplinary approach would make the students more motivated, the teachers interpreted initially the interdisciplinary practice as an individual action. With the development of the project, the changes in the teacher’s speeches and practices had been significant, surpassing the initial difficulties related with the disruption of barriers against critical and unreliabilities. The teachers had started to assume an innovative and questioning role, turning the student in a partner of the process, increasing the affectivity of the group.