INTERDISCIPLINARY PRACTICES IN THE INITIAL TRAINING OF TEACHERS OF NATURAL SCIENCES: DIFFERENT CONTEXTS, SIMILAR INQUIRIES: Práticas interdisciplinares na formação inicial de professores de Ciências da Natureza: contextos distintos, indagações similares
| Autor: | Cândido de Moura, João Henrique, Petrucci-Rosa, Maria Inês, Massena, Elisa Prestes |
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| Jazyk: | portugalština |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | Ensaio Research in Science Education; Vol. 23 (2021): . Ensaio Investigación en educación científica; Vol. 23 (2021): . Ensaio Pesquisa em Educação em Ciências; v. 23 (2021): . Ensaio (Belo Horizonte. Online) Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
| ISSN: | 1983-2117 1415-2150 |
| Popis: | The idea of interdisciplinarity has established itself in the Brazilian educational scenario in recent decades, leading to demands for interdisciplinary activities in the school context. Contrary to what curriculum documents recommend, such practices do not happen naturally. Anchored in Goodson, we argue that school subjects have no dimmed boundaries. Thus, we investigate how interdisciplinary practices are engendered in the initial training of natural science teachers, within the scope of supervised internships in two Brazilian public universities, one in the northeast region, the other in the southeast. Through the Discursive Textual Analysis (DTA), we analyze reports and scripts produced by the undergraduates. Despite signaling possibilities of working interdisciplinary, the belonging to the training area of each trainee is remarkable, which evidences the robustness of the disciplinary organization. The idea of interdisciplinarity has established itself in the Brazilian educational scenario in recent decades, leading to demands for interdisciplinary activities in the school context. Contrary to what curriculum documents advocate, such practices do not happen naturally. Anchored in Goodson, we argue that school subjects have no dimmed boundaries. Thus, we investigate how interdisciplinary practices are engendered in the initial training of natural science teachers, within the scope of supervised internships in two Brazilian public universities, one in the northeast region, the other in the southeast. Through the Discursive Textual Analysis (DTA), we analyze reports and scripts produced by the undergraduates. Although they indicate possibilities for interdisciplinary work, it is noted that the establishment of such practices is not trivial. The remarkable belonging to the area and the robustness of the disciplinary structure within the school indicates the importance of negotiating and working together for carrying out interdisciplinary practices. A ideia de interdisciplinaridade se estabeleceu no cenário educacional brasileiro nas últimas décadas, levando a demandas pela realização de atividades interdisciplinares no contexto escolar. Ao contrário do que preconizam os documentos curriculares, tais práticas não acontecem naturalmente. Ancorados em Goodson, argumentamos que as disciplinas escolares não apresentam fronteiras esmaecidas. Assim, investigamos como práticas interdisciplinares são engendradas na formação inicial de professores das Ciências da Natureza, no âmbito de estágios supervisionados em duas universidades públicas, uma no Sudeste, outra no Nordeste brasileiro. Analisamos relatórios e roteiros produzidos pelos licenciandos com a Análise Textual Discursiva. Apesar de indicarem possibilidades de se trabalhar interdisciplinarmente, nota-se que o estabelecimento de tais práticas não é trivial. O notável pertencimento à área de formação e a robustez da organização disciplinar dentro da escola sinalizam a importância das negociações e do trabalho coletivo para o engendramento de práticas interdisciplinares. |
| Databáze: | OpenAIRE |
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