Interdisciplinarity in the pedagogical practices of a classroom of teachers of fundamental teaching

Abstract

This article is the result of a completed academic research, whose objective was to investigate ways of experiencing interdisciplinarity in the pedagogical practices of teachers from the first cycle of the initial years of Elementary School. With regard to methodological procedures, the qualitative research approach was chosen, with an emphasis on action research. The theoretical framework of this study is based on the ideas of Santomé (1998); Furlanetto (2003); Santos (2007); Silva (2009) and Crusoé (2014), among others. For data collection, the focal group technique was used as a priority and, in addition, the semi-structured interview and participant observation were used. The data collected were analyzed using the content analysis technique (BARDIN, 2011). It concludes with this study that the experience of interdisciplinarity in the pedagogical practices of the investigated teachers is materialized through a work that articulates didactic contents of several disciplines of the school curriculum and resides in the integration of knowledge through the bias of multidisciplinarity. It is also concluded that it is necessary that the pedagogical practice of these teachers be guided by a critical perspective that enables them to think and act pedagogical reflective and creative, aligned with the daily needs of students and consistent with interdisciplinary thinking.