Trabalhando a formação de professores a partir de práticas inovadoras que contemplem a interdisciplinaridade

Abstract

The present study was developed in a state public school in Bagé, RS, Brazil, in the perspective of action research, supported by the research mechanisms: questionnaire, interview, focus group and field journal; All submitted to discursive textual analysis, developed and applied collaboratively during the first semester of 2017. The objective of this research was to map the existence of interdisciplinary practices developed by teachers in the school, to discuss interdisciplinarity in the form of continuous teacher training and to build a proposal that was applied to elementary school students (9th grade) and high school students (1st, 2nd and 3rd years). Interdisciplinarity was a guiding element for the continuous formation of teachers where a proposal was developed with intense participation of teachers and students, which provided transformations in the pedagogical making of several individuals. The proof that there is a possibility of working in an interdisciplinary method was presented in the affirmation that the maintainer needs to provide the basic essential elements for its execution and that an interdisciplinary practice is the result of collaborative work from its genesis to the final evaluation. The discussions during the development stages of the work are very important. The results show that the institution presents work experience in an integrated method, which may be a path to interdisciplinarity, it was necessary to gradually bring clarification and expand studies on concepts of interdisciplinarity in order to elucidate the theme, the resistance of subjects can be managed with dialogue and listening to teachers' needs. The pedagogical mechanisms that educational professionals used to carry out the proposals were innovative because they required a constant movement among those involved, included all those who participated in the workshops and encouraged the students’ constant participation. The teachers ended up breaking with traditional teaching and sought, through interdisciplinarity, to develop a new proposal focused on the subject's learning in a qualitative and participative method where by adopting a new attitude towards work in school.