A interdisciplinaridade e o ensino de química: um olhar para propostas de ensino da região sul do país

Abstract

The research focused about the Interdisciplinarity. This theme is part of the proposal of the Post-Graduate Interdisciplinarity and Pedagogical Practices in Basic Education, Universidade Federal da Fronteira Sul - Cerro Largo Campus, where this paper is bound and is characterized as a monograph. So that, our look is toward the different teaching proposals that are being developed in the southern region of the country and in its documents and teaching proposals suggest the construction of interdisciplinary thinking, the interrelation between knowledge, overcoming the merely traditional teaching. The proposals listed above, which have been analyzed, are the Situation Study (SS) and Unit Learning (LU). Both are bound to research groups and institutions of higher education and their actions and proposals are recurring events in the area of Chemistry Teaching. Allied to this to expand our understanding about aspects of an Interdisciplinarity education in chemistry, we conducted an analysis of documents in official and unofficial texts that pervade the curriculum. The analysis methodology was through Textual Analysis of Discourse and Galiazzi proposed by Moraes (2011). This is characterized as a hermeneutic research methodology was qualitative, in which the researcher uses texts for analysis and those texts constitute the corpus of research. Thus, the product of writing, the organization of research and the construction of the results is given through the construction of a metatexts movement of construction and reconstruction of new learning. In the process of discursive textual analysis revealed three categories of analysis: The Collaboration, the Stimulus and the Context contemplating, both important principles of an interdisciplinary teaching as theoretical approach. From the analysis accomplished and the categories that emerged from the readings of the texts was possible to conclude on these proposals teaching important features of Interdisciplinarity. It is understood that to effect, extend methodologies of teaching chemistry Interdisciplinarity, is important that the education proposal as the studying situation and Learning Unit be worse known by teachers and be objects of research in different instances. And in this context, considering an interdisciplinary education in chemistry, we reiterate the importance of qualified spaces of initial and continuing education and continuing studies that show alternatives to this teaching.