Desafios interdisciplinares na práxis de professoras de ciências naturais no ensino médio

Abstract

The inclusion of interdisciplinarity in basic education, through the documents that regulate this level of education and the principles of its implementation in pedagogical practice, guides our expectations for the development of this research. In the school context, many of these educators are reluctant to participate in the preparation and development of interdisciplinary proposals because of the need to look for alternatives that are different from the usual ones and because it is really difficult for these teachers to agree on a common schedule for the preparation of the class, or even because of the need to incorporate knowledge from another curricular area. These perceptions show that interdisciplinarity is not yet possible in the context of teachers’ work; however, it is a power in the practice of these professionals. The general aim of the study was to understand the characteristics of Science teachers’ interdisciplinary or potentially interdisciplinary experiences. The specific aims were: to delineate the difficulties and expectations of teachers in relation to potentially interdisciplinary experiences; and to identify opportunities for interdisciplinary experiences in teachers’ pedagogical practice. In terms of methodological approach, a qualitative study was conducted, which can be characterized as action research due to its focus on the context in which the interventions were developed, particularly because it involved a group of teachers who focused on their own practice. First a document analysis was conducted regarding interdisciplinarity in the curricula and pedagogical materials, especially in the textbooks that were present in the contexts in which each teacher worked. We also analyzed individual participants’ reports related to teachers’ experiences and engagement in basic education and used virtual meetings with predetermined topics. In addition to recording the meetings, this researcher used a notebook to write down the most interesting reflections and highlighted them. Each online meeting lasted approximately 1h30min and were held via Google Meet. By describing our experiences, we were able to establish that interdisciplinarity does not in fact take place because there is no kind of interaction between the fields of knowledge. The interdisciplinarity proposed by the BNCC, and consequently by the CRMG, is far from being an interdisciplinarity that allows students to learn in a meaningful way, as most teachers do not know how to develop it in their teaching and few show interest in an interdisciplinary way of working. In short, most teachers have not received interdisciplinary training and struggle to work in this way, while a few want to develop it.There are numerous factors responsible for this situation and among them the following stand out:high workload, low salary allowances for effort and difficulties in collaborating with other teachers.