A interdisciplinaridade no EPEF e SNEF dos últimos 10 anos: a licenciatura em física em questão

Abstract

They have studied and acted in schools and universities in the disciplines of Mathematics, Physics, Portuguese, Geography, History, Biology, etc. without problematizing this organization began. One does not think about whether there is another way of relating and organizing knowledge beyond the disciplinary way one is used to. However, for years, people have been talking about Inter-, Pluri- Multi- and Transdisciplinarity in Education without, necessarily, recognizing the differences and the importance of these concepts in the action in the classroom or even in the curricula. Therefore, in this research, papers presented in the minutes of the last events of the National Symposium on Physics Teaching (2011 to 2021) and the Research Meeting on Physics Teaching (2012 to 2022) were analyzed, with the objective of evaluating what is being discussed about Interdisciplinarity in the initial training of Physics teachers. The selection of works was carried out considering all the thematic areas of both events, searching for the term “Inter” and “Interdisciplinarity” in the titles of the works presented. The adopted methodology is exploratory-descriptive, with a qualitative approach. Still, this research represents an investigation of the State of Knowledge by seeking to (re)know what has already been/is being produced about Interdisciplinarity and the formation of the Physics teacher. Based on the analysis, five contexts for the discussion/interdisciplinary proposal addressed in the analyzed work were listed and received: training in other degrees, basic education, professional technical training, post-graduation and degree in Physics. In a second analysis, with regard to Teacher Training in Physics, there were two focuses of the works presented in the researched events: the search for new teaching methodologies capable of developing Interdisciplinarity and an interdisciplinary curriculum. Finally, it was possible to perceive the importance of developing an interdisciplinary perspective in the training courses for Science/Physics teachers so that there is a change in training and professional performance, since interdisciplinary projects are constantly being inserted in the educational environment.