A interdisciplinaridade no processo de formação de professores em cursos de licenciatura em química e em ciências biológicas da Universidade Federal de Pelotas

Abstract

The Master's dissertation refers to research on Interdisciplinarity in the Initial Training of Teachers, investigating how, and if, interdisciplinarity is contemplated in the process of teacher training in the Degree in Chemistry and Degree in Biological Sciences, at the Federal University of Pelotas – UFPel. Qualitative research is based on the phenomenological perspective, consisting of an investigation that considers the observed phenomenon, in the reports of teachers and students in a supervised internship period, the way it is perceived and manifested with what is significant and relevant in the context of research. As a pre-stage of the research, for knowledge of the productions on the subject, a bibliographic review was carried out in master's dissertations in postgraduate programs in Teaching or Science Education, and for knowledge about the legal recommendations for the degree courses, a study of the National Curriculum Guidelines for Teacher Training and Basic Education was carried out. Seeking to see the direction given to interdisciplinarity in the initial training process, two supervised internship groups of the Licentiate in Chemistry and Licentiate in Biological Sciences courses were monitored, with records in the Logbook. During the same follow-up period, the trainee teachers were interviewed, and 12 trainees responded to a questionnaire. The research results show that the exercise of updating the curricula of the courses to meet the legislation, had the involvement of teachers in teaching and/or education, who made some discussions about the interdisciplinary treatment in the course, but this emphasis still appears quite incipient in PPC. This little realization of interdisciplinary actions throughout the training was also reported by the interns, however, there were movements towards the interdisciplinary dimension, through the encouragement and recommendation of teachers for the contextualization of contents in teaching plans for classes at school, as well as the insertion of thematic discussions in the internships, and class on the theme as an internship activity, aiming to guide the interns for the planning of interdisciplinary activities. Among the main difficulties in inserting the interdisciplinary perspective are the curricular rigidity and the lack of understanding of its meaning, which is polysemic. The actions and reflections carried out during the supervised internships in the researched courses showed that this is an important space to promote discussions that involve less fragmented teaching, with interdisciplinarity being a perspective that needs to be considered in the process of initial teacher education.