A interdisciplinaridade e o ensino de ciências da natureza na perspectiva da formação humana : uma análise da política educacional de Mato Grosso (2012-2018)

• Ano de defesa: 2020
• Autor(a) principal: Chaves, Laudileire Cristaldo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Política educacional; Interdisciplinaridade; Formação humana omnilateral; Ensino de ciências da natureza; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educational policy; Interdisciplinarity; Omnilateral human development; Teaching of nature science
• Link de acesso: http://ri.ufmt.br/handle/1/3857

The present research is linked to the Postgraduate Program in Education of the Human and Social Sciences Institute – ICHS of the Federal University of Mato Grosso – Rondonópolis Campus in the research line Teacher Education and Educational Public Policies and to the Study and Research Group Policies and Education. The study provides the opportunity for a reflection on a teaching of Nature Science grounded on the principle of the development of individuals in their totality. For this, it is necessary comprehending the duality present in education, which happens due to the fact that school is a product and part of a social system, therefore, it is needed to have clarity that it is not always possible to trust to it the revolutionary role, yet, we should not eliminate it as instrument capable of doing it so, thus, the knowledge of political nature of the school allows comprehension of the contradictions which pervades the social relations that are established in and out of it. That way, it is relevant to discuss interdisciplinarity as a possibility which has marked the disruption of a systemized and mechanical practice of world and education. In this view, there is also the necessity of comprehending how the teaching of Nature Science can promote omnilateral human development through the articulation of interdisciplinary work with the basic elements of this teaching: the scientific alphabetization and literacy. As the path to the research we based ourselves on the theoretical-methodological assumptions of the historical dialogic materialism for understanding that this allows the researcher to recognize the difficulties present in reality and its objectivity, which enables having a notion of totality, as well as comprehending the changes which nature and society suffer constantly and that these are quantitative and qualitative, as well as contradictions resulting from conflicts which produce new realities. The study will be grounded on the discussion and reflection on the conception of education brought by the Curricular Orientations of the State of Mato Grosso, document which guided the pedagogical practices of the schooling network up to the year of 2018 and how the interdisciplinarity is set in this educational policy, in particular regarding the teaching of Nature Science and its theoretical methodological assumptions, being guided by the inquiry: Which conception of education and of interdisciplinarity grounds the educational policy of the State and the teaching of Nature Science and how is the matter of the omnilateral human development present in these conceptions? We proposed this investigation with the aim of analyzing the conceptions of education and of interdisciplinarity underpinning the educational policy of Mato Grosso from 2012 to 2018 and its implications on the teaching of Nature Science. This said, the discussion contemplated as specific objectives the discussion of the conception of education in the omnilateral human development and the interdisciplinarity in the context of this development; the identification of the theoretical-methodological basis of the teaching of Science present in the educational policy of the State in the period in analysis and the gathering with the teachers of Science regarding their knowledge on this policy, as to analyze their conceptions of education and of interdisciplinarity. For this purpose, a field research was conducted in four schools of the state network in the city of Rondonópolis, where interviews with six teachers occurred. The results indicate that, although Mato Grosso is a state moved by the logic of the capitalist expansion, the teaching system offered can enable a omnilateral human development and that the teaching of Nature Science is a tool capable of implementing this proposal through critical meaningful learning and of scientific education as assumption of a interdisciplinary work.