<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100316</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.64159</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação docente interdisciplinar no Brasil: uma análise dos atuais despontamentos no âmbito das Ciências da Natureza]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación interdisciplinaria de profesores en Brasil: un análisis de los desarrollos actuales en el campo de las Ciencias Naturales]]></article-title>
<article-title xml:lang="en"><![CDATA[Interdisciplinary teacher training in Brazil: an analysis of current developments in the field of Natural Sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[João Guilherme Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Caroline de Goes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. No Brasil, a formação de docentes dedicados às Ciências da Natureza no Ensino Médio tem sido remodelada desde 2018 mediante a promulgação da Base Nacional Comum Curricular (BNCC) e seus postulados direcionados à interdisciplinaridade no processo de ensino e aprendizagem. Assim, compete a este estudo analisar as propostas e discussões acerca da formação docente interdisciplinar de Ciências da Natureza no território brasileiro durante o período de 2018 a 2022, especificando o contexto dos educadores atuantes na etapa do Ensino Médio. A investigação foi norteada pelas inquietações: quais as atuais propostas e discussões acerca da formação docente interdisciplinar no campo de Ciências da Natureza? Os postulados da BNCC atendem aos anseios da realidade educacional brasileira? Existe possibilidade de aperfeiçoamentos interdisciplinares? Quais contributos são observados para a educação em ciências? Para isso, efetuou-se uma pesquisa bibliográfica sistemática qualitativa de cunho exploratório em 1768 artigos científicos sobre formação docente e interdisciplinaridade nas ciências naturais, adquiridos em três (03) bases de dados: SciELO, DOAJ e REDIB. Do total de estudos, selecionou-se 10 artigos para uma discussão. O compilado escolhido passou pela técnica de análise de conteúdo de Bardin (2016). As observações levantadas foram ponderadas nas colocações epistemológicas de Fazenda (2013), Japiassu (1976), Morin (2003) e Pombo (2011). Os resultados expuseram cinco (05) contributos para a educação em ciências, são eles: currículo interdisciplinar de ciências, formação inicial e continuada na ótica interdisciplinar, projetos interdisciplinares, contextualização do conhecimento e múltiplas interações na estruturação da identidade docente. Observou-se, além disso, que a formação docente interdisciplinar de ciências carece de demasiadas evoluções no Brasil, quiçá de políticas públicas que instiguem novos modelos de formação inicial e continuada dos professores, viabilizando metodologias de ensino que aspirem competências de aprendizagem integrais e dialógicas no Ensino Médio, doravante a inter-relação curricular da complexidade social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. En Brasil, la formación de profesores dedicados a Ciencias Naturales en la Enseñanza Media se remodeló desde 2018 a través de la promulgación de la Base Curricular Común Nacional (BNCC) y sus postulados orientados a la interdisciplinariedad en el proceso de enseñanza y aprendizaje. Por lo tanto, a este estudio compite analizar las propuestas y discusiones sobre la formación interdisciplinaria de profesores de Ciencias Naturales en el territorio brasileño durante el período de 2018 a 2022, especificando el contexto de los educadores que actúan en la etapa de Enseñanza Media. La investigación estuvo guiada por inquietudes: ¿cuáles son las propuestas y discusiones actuales sobre la formación interdisciplinaria de profesores en el campo de las Ciencias Naturales? ¿Los postulados de la BNCC atienden las aspiraciones de la realidad educativa brasileña? ¿Hay posibilidades de mejoras interdisciplinarias? ¿Qué aportes se observan para la enseñanza de las ciencias? Para ello, se realizó una investigación bibliográfica sistemática cualitativa de carácter exploratorio en 1768 artículos científicos sobre formación docente e interdisciplinariedad en ciencias naturales, adquiridos en tres (03) bases de datos: SciELO, DOAJ y REDIB. Del total de estudios, se seleccionaron 10 artículos para discusión. La compilación escogida pasó por la técnica de análisis de contenido de Bardin (2016). Las observaciones planteadas fueron ponderadas en los enunciados epistemológicos de Fazenda (2013), Japiassu (1976), Morin (2003) y Pombo (2011). Los resultados exponen cinco (05) aportes a la enseñanza de las ciencias, ellos son: currículo interdisciplinario de ciencias, formación inicial y continua desde una perspectiva interdisciplinaria, proyectos interdisciplinarios, contextualización del saber y múltiples interacciones en la estructuración de la identidad docente. También se observó que la formación interdisciplinaria de profesores de ciencias carece de demasiados desarrollos en Brasil, tal vez políticas públicas que susciten nuevos modelos de formación inicial y continua de profesores, posibilitando metodologías de enseñanza que aspiren a aprendizajes integrales y dialógicos en la Enseñanza Media, en adelante el currículo interrelación de la complejidad social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ciências da natureza]]></kwd>
<kwd lng="pt"><![CDATA[formação docente interdisciplinar]]></kwd>
<kwd lng="pt"><![CDATA[interdisciplinaridade]]></kwd>
<kwd lng="es"><![CDATA[ciéncias de la naturaleza]]></kwd>
<kwd lng="es"><![CDATA[formación docente interdisciplinaria]]></kwd>
<kwd lng="es"><![CDATA[interdisciplinariedad]]></kwd>
<kwd lng="en"><![CDATA[natural sciences]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinary teacher training]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinarity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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