Resumo

PEREIRA, João Guilherme Nunes  e  SAMPAIO, Caroline de Goes. Interdisciplinary teacher training in Brazil: an analysis of current developments in the field of Natural Sciences. Acta Educ. [online]. 2024, vol.46, n.1, e64159.  Epub 01-Jul-2024. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v46i1.64159.

In Brazil, the training of teachers dedicated to Natural Sciences in High School has been remodeled since 2018 through the promulgation of the National Common Curricular Base (BNCC) and its postulates aimed at interdisciplinarity in the teaching and learning process. Therefore, this study is responsible for analyzing the proposals and discussions regarding interdisciplinary teaching training in Natural Sciences in the Brazilian territory during the period from 2018 to 2022, specifying the context of educators working in the High School stage. The investigation was guided by the concerns: what are the current proposals and discussions regarding interdisciplinary teacher training in the field of Natural Sciences? Do the BNCC postulates meet the desires of the Brazilian educational reality? Is there a possibility for interdisciplinary improvements? What contributions are observed for science education? To this end, systematic qualitative bibliographical research of an exploratory nature was carried out in 1768 scientific articles on teacher training and interdisciplinarity in natural sciences, acquired in three (03) databases: SciELO, DOAJ and REDIB. From the total number of studies, 10 articles were selected for discussion. The chosen compilation underwent the content analysis technique of Bardin (2016). The observations raised were considered in the epistemological positions of Fazenda (2013), Japiassu (1976), Morin (2003) and Pombo (2011). The results exposed five (05) contributions to science education, they are: interdisciplinary science curriculum, initial and continued training from an interdisciplinary perspective, interdisciplinary projects, contextualization of knowledge and multiple interactions in the structuring of teaching identity. Furthermore, it was observed that interdisciplinary science teacher training lacks too many developments in Brazil, perhaps public policies that instigate new models of initial and continuing teacher training, enabling teaching methodologies that aspire to integral and dialogical learning skills in the High School, henceforth the curricular interrelationship of social complexity.

Palavras-chave : natural sciences; interdisciplinary teacher training; interdisciplinarity.

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