Interdisciplinaridade na escola: uma metodologia para melhorar o ensino e a aprendizagem

• Ano de defesa: 2019
• Autor(a) principal: Moraes, Sandra Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Interdisciplinaridade; Formação continuada de professores; Oficina pedagógica; Interdisciplinarity; Pedagogical workshop; Continuing teacher education; Ciência - Estudo ensino; CNPQ::CIENCIAS BIOLOGICAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/28842; http://dx.doi.org/10.14393/ufu.di.2019.2441

This dissertation is the result of a research carried out in the “Graduate Program in Science and Mathematics Education” (PPGECM) which has as its central theme interdisciplinarity. It aimed to contribute to the continuing education of elementary school teachers of a school in the state network of “Santa Vitoria-MG”, through a workshop organized in a weekly meeting of approximately one hour, add up to six meetings. At the first meeting, the workshop's central theme was presented and then after, a semi-structured questionnaire was applied in search of the conception that these teachers had about interdisciplinarity. In the course of the others, teachers were provided with material containing suggestions for interdisciplinary activities that, when executed, were enriched by the participants' proposals. In the course of the others, teachers were provided with material containing suggestions for interdisciplinary activities that, when executed, were enriched by the participants' proposals. At the end of the workshop, another questionnaire was applied to evaluate the material presented and to check if there was a contribution to the continuous formation of the participants and to the stimulation of the accomplishment of interdisciplinary proposals in the school. The questionnaires were analyzed separately and the data obtained and analyzed indicated a mature, albeit subtle, understanding of interdisciplinarity, such as: identification of elements common to actions of this nature (the relationship between disciplines, the integration between contents, and the idea ofworking on content from other school subjects).