Concepções de professores de ciências acerca da interdisciplinaridade: implicações epistemólogicas

Abstract

The new curriculum demands emerging from public policies in Brazil in recent years have raised this research, in a special way as regards the inclusion of interdisciplinary perspective in basic education, with which we seek to examine how basic education teachers, undergraduates teachers and trainers of the Federal University of South Border (UFFS) - Cerro Largo campus, participants Formative Cycles extension project for the Science Education in the year 2015, comprise the interdisciplinary in educational spaces. We recognize that the proposed theme was established as a pedagogical principle present in the national curriculum guidelines of 2010, and thus is relevant to promote reflections about this. Defined as a fundamental aspect for analyzing an epistemological study, which enables to understand the teacher's work as the conceptual understandings on the proposed topic demarcate the practice in the classroom. It is a qualitative research with the object of study as a tool features an open questionnaire filled in by the subjects in which inferred a content analysis according to Bardin (2011). The results point to a greater understanding of the curriculum integration process than the interdisciplinary, which may explain the challenges in performing this type of work in the classroom.