Explorando a interdisciplinaridade no ensino médio

• Ano de defesa: 2024
• Autor(a) principal: Fracalossi, Roberta Del Piero
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Biologia em Rede Nacional; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino de Biologia em Rede Nacional
• Palavras-chave em Português: Ensino por investigação; Tema integrador; Novo ensino médio; Biologia Geral
• Link de acesso: http://repositorio.ufes.br/handle/10/18157

Brazilian basic education has historically been characterized by the fragmentation and compartmentalization of knowledge. In an attempt to overcome this division, normative documents such as the Base Nacional Comum Curricular (BNCC) and the Espírito Santo Curriculum have been established, advocating interdisciplinarity as a strategy to mitigate this persistent division in the country's education system. Aiming to analyze the potential and challenges of collaborative elaboration and investigative teaching in an elective course that uses Ecology as an integrative theme across various areas of high school knowledge, a study was conducted in a public state school in Espírito Santo. In the classes associated with this course, an interdisciplinary proposal was implemented with practical and theoretical activities articulated between the subjects of Biology and Geography to foster collaborative student production, overcoming the existing fragmentation between disciplines. The course, titled "the path that exists now," was conducted in the school's surroundings, enabling students, through the investigation of their daily lives in their territory, to gain a more comprehensive understanding of the environment, criticality regarding transformative socio-environmental aspects of the landscape, and the natural and anthropogenic factors that led to the current landscape around the school and its location, thereby fostering protagonism, reflective and critical vision, and promoting individual autonomy.