A interdisciplinaridade do ensino de ciências naturais no ensino fundamental I

Abstract

This monographic work sought to investigate how interdisciplinary interdisciplinarity in the teaching of natural sciences in elementary school, using as a theoretical reference theoretical framework on Science Teaching and Interdisciplinarity. A methodology used was a qualitative approach using the following data collection instruments instruments: direct and participatory observation recorded in a field notebook, semi-structured interviews with two interview with two teachers and the realization of an interdisciplinary action plan. A was carried out in a state school located in the central-western area of the city of Manaus. city of Manaus. The aim was to identify the means that can be used for interdisciplinary interdisciplinary classes in Natural Sciences Teaching, to verify the teachers' position on the teaching science through interdisciplinary classes and to present some of the benefits of interdisciplinary interdisciplinary classes in science teaching. The teachers' statements showed that there is knowledge of what interdisciplinary lessons are and their advantages. difficulties in applying lessons in these terms. The observation showed that interdisciplinary approach. By practicing an interdisciplinary lesson with the theme of traffic, it was possible to articulate various subjects, value the students' students' opinions and knowledge and to carry out creative activities using low-cost resources available at the school resources available at the school. Finally, we would like to highlight the results of this analysis, which showed that interdisciplinary action requires the teacher to be willing to to use diversified and accessible materials, being aware of their practice, recognizing the benefits that practice, recognizing the benefits that interdisciplinarity can bring to the teaching and learning process. process. Keywords: Education, Interdisciplinarity and Science Teaching.