<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602007000200015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O conhecimento em sala de aula: a organização do ensino numa perspectiva interdisciplinar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Maria Antonia Ramos de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Maria de Fátima Ramos de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,Unifra  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
</aff>
<aff id="A15">
<institution><![CDATA[,Campos Salles  ]]></institution>
<addr-line><![CDATA[SP ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<numero>30</numero>
<fpage>235</fpage>
<lpage>250</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602007000200015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602007000200015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602007000200015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho é uma pesquisa bibliográfica sobre a interdisciplinaridade e sua organização na dinâmica curricular. Apresentamos a conceituação da interdisciplinaridade e propomos encaminhamentos epistêmico metodológicos para a implementação da prática interdisciplinar na realidade escolar. Como conclusão destaca-se que a interdisciplinaridade possibilita que a escola se torne um lugar onde se produza de forma coletiva e crítica o conhecimento escolar, exigindo a restruturação curricular e a formação continuada dos professores. É necessária a planificação e a operacionalização dos conhecimentos escolares na matriz curricular por meio de uma dimensão vertical, que implica a idéia de profundidade e complexidade crescente dos conteúdos, e uma dimensão horizontal, que estabelece a interação dos conhecimentos com as outras áreas/disciplinas. A idéia da implementação de práticas interdisciplinares deve desenhar, tecer, alinhavar a verticalidade e a horizontalidade da matriz curricular, para que os professores tenham claras as interfaces das disciplinas e as possíveis inter-relações, criando, a partir disso, novos conhecimentos de forma relacional e contextual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper is a bibliographic research about interdisciplinarity and its organization in the curriculum. The concept of interdisciplinarity is discussed and a few epistemologic-methodological approaches are proposed to introduce the interdisciplinary practice in the school routine. As a conclusion, it is emphasized that interdisciplinarity should be taken as an instrument that may allow school to be an environment where critical and collective knowledge may be produced. To such end, curriculum should be redesigned and continuing teacher education practiced. It is needed, on one hand, to plan and operate knowledge vertically through the curriculum matrix, relating the idea of increasing complexity and deepening (vertical dimension), and in the other hand to relate the knowledge of one discipline to another (horizontal dimension). The idea of interdisciplinarity should delicately bring together the vertical and horizontal dimensions through curriculum and teacher practice, to allow the emergence of new knowledge with relational and contextual meaning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Teoria de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Matriz Curricular]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinary]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Theory]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <html> <head> <title>O conhecimento em sala de aula: a organiza&ccedil;&atilde;o do ensino numa perspectiva interdisciplinar.</title> <font face="Arial, Helvetica, sans-serif"> <h2>O  conhecimento em sala de aula: a organiza&ccedil;&atilde;o do ensino numa perspectiva interdisciplinar.</h2> <h3>Knowledge in the classroom: teaching organization in  an interdisciplinary perspective.</h3>     <p>&nbsp;</p> <h4>Maria  Antonia Ramos de Azevedo, Maria de F&aacute;tima Ramos de Andrade    <br> </h4> </font>     </body></html>      ]]></body>
</article>
