Da percepção à ação: práticas educacionais interdisciplinares em escola técnica integrada ao ensino médio

Abstract

In general, pedagogical activities are isolated and disconnected from the social context in which teachers and students are inserted. This fact stems from the current scholar scenario, where the disciplinary system portrays not only the disciplinary formation that the teacher receives, but also the way in which knowledge is constructed, that is, rigid and fragmented. The main aim of this study was the analysis of interdisciplinarity and its practices in the pedagogical development of the teachers of a technical school integrated to secondary education, since it is linked to the integration proposed by the institutional context. For this, pedagogical practices were developed in the disciplinary and interdisciplinary dimensions, where different methodological strategies were used, such as seminars, collective planning, and thematic workshops, using promotion of health as a guiding theme. In addition, it was intended to develop reflective aspects of pedagogical practices were and to make use of thematics in the construction of students' knowledge. This research can be classified as qualitative. The data was analyzed through Content Analysis and was carried out at the Industrial Technical College of Santa Maria-RS, linked to the Federal University of Santa Maria – RS. As a result, from this research, two scientific articles and one manuscript were elaborated. The first article reports the contribution from the seminars as a disciplinary teaching strategy for health promotion. The second article presents the conceptions about interdisciplinarity of the teachers of basic and technical areas, as well as the perceptions of their pedagogical practices. The manuscript approaches the contributions, difficulties, and suggestions for interdisciplinary pedagogical practices based on the reflections and interactive activities carried out by the participants of an integrated multidisciplinary team. Results show that the teachers' conceptions about interdisciplinarity are related to their academic formation. It is possible and valid to insert interdisciplinarity in the teaching context with a previous analysis and planning, guided by the pedagogical political project and the institutional development plan. The importance of this study is demonstrated by considering the levels of disciplinary interactions. In addition, they also show the interaction of Science Education with other areas of knowledge for the benefit of the teaching-learning process.