A interdisciplinaridade no processo de ensino: percepções e práticas de docentes no projeto interdisciplinar do Programa Escola Nota 10

• Ano de defesa: 2020
• Autor(a) principal: Tomaz, Valdilenilza Virgulino de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Interdisciplinaridade; Processo de ensino e aprendizagem; Projeto interdisciplinar; Meritocracia educacional; Método de projetos; Interdisciplinarity; Teaching and learning process; Interdisciplinary project; Educational meritocracy; Project method; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18150

This dissertation discusses interdisciplinarity in the teaching and learning process. It is a polysemic concept in educational literature and its understanding remains a challenge to teachers and school practice. The research was carried out with 05 teachers from a Municipal Public School in João Pessoa, Paraiba. We aimed to understand the teaching perception about interdisciplinarity in the Interdisciplinary Project of the Escola Nota 10 Program. We adopted the phenomenological approach to understand interdisciplinarity and its interrelationships with teaching practice. Regarding the analysis method, we opted for the phenomenological reduction with the intention of describing and presenting the phenomenon in its essence experienced by the subjects. Regarding the technique for analyzing the reports and information, we used the semi-structured oral interview. In the considerations, we demonstrate that interdisciplinarity permeates the teaching and learning process with several interpretations in the discourse and pedagogical practice, in this relationship, the teachers express conceptual and methodological difficulties to define interdisciplinarity, sometimes associating this concept with multidisciplinarity, sometimes with the globalizing focus. We mentioned that interdisciplinarity in Interdisciplinary Projects is not characterized as a pedagogical proposal, but as a routine work routine in the curriculum that comes close to an educational policy to reward school performance and teaching work. Regarding the work with (project method) Interdisciplinary Projects, developed in municipal schools, we observed that this proposal is linked to educational meritocracy and should be called teaching projects, and not learning projects, since the project is carried out by teachers in one or more subjects. Thus, we emphasize the need for theoretical and methodological support to help teachers understand the interdisciplinary practice and flexibility in teaching planning, curriculum organization and the use of teaching resources, given the lack of autonomy of teachers and students in the construction of a pedagogical proposal, thought in an integral way.