Resumen

GONCALVES, Harryson Júnio Lessa; BONI, Bianca Rafaela  y  GOMES, Ana Clédina Rodrigues. Conceptions of integral school and interdisciplinary curriculum. Rev. Elet. Educ. [online]. 2019, vol.13, n.2, pp.645-658.  Epub 01-Ene-2020. ISSN 1982-7199.  https://doi.org/10.14244/198271992386.

In the last decades, full-time integral schools have been implemented in Brazil with the aim of providing students a global education involving not only scientific knowledge, but also the constitution of knowledge in an integrated way in several areas. The bases for a proposal of integral education must take place under the perspective of interdisciplinarity, since it provides conditions of teaching in a dynamic way among the disciplines, linked to society’s problems and personal perspectives, promoting in this scope the education of subjects based on ethics, in the development of intellectual autonomy and critical thinking. In this sense, the present study aimed to characterize the implementation of an integral school proposal and its interface with interdisciplinarity based on the analysis of the praxis of teachers of Natural Sciences and Mathematics in the context of a public school in the state of São Paulo. The research was an exploratory and descriptive one, characterized as an ethnographic research, being therefore a qualitative research in education; and it presented as one of its main results that the curricular proposals are shown as quite innovative, but they face some obstacles such as the fragility in the teachers’ formation and the interference of aspects of the policies that impede their full development.

Palabras clave : Integral education program; Interdisciplinary curriculum; Teacher training.

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