Vivências interdisciplinares docentes: o fazer pedagógico de egressos do curso de licenciatura em química do CEST/UEA

Abstract

FELICIO, Odevilson de Souza. Interdisciplinary teaching experiences: the pedagogical work of graduates of the Chemistry degree course at CEST/UEA. Advisor: Whasgthon Aguiar de Almeida. 2023. 128 f. Dissertation (Master in Education) – Escola Normal Superior, State University of Amazonas, Manaus, 2023. ABSTRACT This study aims to understand how the academic experiences of graduates of the Chemistry Degree Course at CEST/UEA influence the development of Teaching Work from an interdisciplinary perspective. Initial teacher training as a space for building the identity of future teachers becomes a moment of great relevance to train Education professionals who are motivated to develop interdisciplinary practices that will contribute to training for a contextualized Chemistry teaching that contemplates the process of teaching and learning for a critical view of the student. We sought to base this work on theorists such as Pimenta (1979, 1993, 1994, 1995, 2002, 2003, 2011, 2012), Morin (1990, 2001, 2003, 2004, 2005) and Japiassu (1976, 1992) who discuss interdisciplinarity in teacher education. For the fieldwork, the semi-structured questionnaire technique was applied for data collection, with the participation of 06 teachers from 04 public schools in the city of Tefé-AM. Data analysis was carried out in a descriptive and interpretative way, using content analysis as a technique. The results of the study indicate that interdisciplinarity was experienced differently in the classes of Chemistry graduates. It was observed that the pedagogical work of Chemistry graduates is aligned with the experiences of interdisciplinary practices involving only the teacher's interdisciplinarity and others experience interdisciplinarity among teachers through the development of projects and collaborative activities with other teachers and the school community. It was evident that the most significant experiences to awaken the implementation of practices of this nature took place through the Supervised Internship, indicating that this moment should receive special attention in teacher training courses. From this understanding, we believe that interdisciplinarity in Chemistry Teaching is of fundamental importance and that the University rethinks its curricula, promoting more spaces in which academics can increasingly adopt this posture in Education. Keywords: Teacher Education; Interdisciplinary Experiences; Teaching Work; Amazon context.