Abstract

PARENTE, Nathália Prado Oliveira  and  NOVAIS, Jaílson Santos de. Concepts of interdisciplinarity according to science teachers in Santarém – in the state of Pará, Brazil. Rev. Exitus [online]. 2017, vol.7, n.2, pp.217-236.  Epub May 20, 2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2017v7n2id308.

This paper aimed to access science teachers' concepts concerning interdisciplinarity and related words (multi, pluri and transdisciplinarity). Science teachers from the municipal system of education in Santarém, in the state of Pará were interviewed. Data was collected through questionnaires and analyzed according to the Discourse of the Collective Subject technique (DCS). We verified that the teachers have already heard about the concept of interdisciplinarity and they differentiate it from similar terms superficially. The central ideas found were: “Interdisciplinarity is the interaction between school subjects or knowledge areas”; “Interdisciplinarity as a work proposal at school in order to bring together the subjects”; “Multidisciplinarity brings together several school subjects, without a clear relationship among them, but working with the same theme”; “Interdisciplinarity involves some school subjects, multidisciplinarity involves all subjects”; “Pluridisciplinarity involves the school subjects broadly”; “Pluridisciplinarity means the relationship among different school subjects” and “In the transdisciplinarity we observe the highest degree of interaction among school subjects”. We conclude that initiatives focused on teacher continuing professional development might broaden the interviewees’ view on what interdisciplinarity means, as well as on how each one can, based on the reflection on their teaching practices, put the concept of interdisciplinarity into practice.

Keywords : Discourse of the Collective Subject; Science Teaching; Multidisciplinarity.

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