Uma abordagem didática interdisciplinar no ensino médio integrado: desafios e possibilidades

Abstract

Interdisciplinarity presents a proposal of totality in the production and socialization of knowledge, a possibility of dialogue between the various disciplines, valuing each area of knowledge. Thus, the guiding question of this study is: how is interdisciplinarity configured in Integrated High School (EMI) at the Federal Institute of Mato Grosso do Sul (IFMS), Campo Grande campus. The present investigation, which is part of the line of research - Educational Practices in Professional and Technological Education (EPT), within the Macroproject 3 Educational Practices in the Integrated Curriculum, with the general objective of investigating the possibilities and challenges of the interdisciplinary didactic approach in the Integrated High School of the Federal Institute of Mato Grosso do Sul, Campo Grande campus, we conceive as an educational product the construction of a continuing education at a distance for teachers in the interdisciplinary perspective for Professional and Technological Education. To achieve the general objective, we have established as specific objectives: 1) Identify how interdisciplinarity is configured in Integrated High School at IFMS, Campo Grande campus; 2) To analyze the national and institutional guidelines of the Federal Institute for the interdisciplinary didactic approach; 3) To highlight existing interdisciplinary practices in Integrated High School; 4) Develop and validate a free course of continuing teacher education in the interdisciplinary perspective for Professional and Technological Education. Regarding the methodological aspect, the research presents a qualitative approach, of an applied nature, and with the following data construction instruments: documentary analysis; bibliographic research and questionnaires. The study subjects are teachers of the Integrated High School of IFMS, Campo Grande campus. The method used was based on some principles of action research, we followed the five stages of problem placement. In the treatment of empiricism, we used the procedures of Discursive Textual Analysis (DTA), which consist of: unitarization, categorization and communication. The study provided the opportunity to build possible dialogues with interdisciplinarity in EPT and the inseparability between theory and practice. The educational product demonstrated relevance in the training of teachers, contributing to the strengthening of the interdisciplinary didactic approach in pedagogical praxis. In addition, we hope that this research will contribute to the educational institutions that offer Professional and Technological Education, in the elaboration and reflection on the integrated curriculum, and thus promote the importance of interdisciplinarity in its didactic and epistemological aspects.