Interdisciplinary Practices in the Classroom

Connections between Initial Training and Teaching at School

Abstract

This study sought to understand how interdisciplinarity has been experienced in classroom practices by science and mathematics teachers, trained in an interdisciplinary perspective and graduates of the Licentiate Degree in Natural Sciences and Mathematics at the Federal University of Mato Grosso, University Campus of Sinop. Thus, for the development of this research, narrative interviews were carried out with graduates of that course. The analysis process was based on the procedures of Discursive Textual Analysis (DTA). The following categories emerged from the analysis: 1) interdisciplinarity as an integration of isolated contents; 2) interdisciplinarity as collective work based on a project; 3) interdisciplinarity by integrating content into themes; and 4) interdisciplinarity by historicity. From the data obtained, it can be observed, in the teachers' narratives, that there is a diversity of practices developed in the classroom that mobilize different interdisciplinary perspectives.