Análise da inserção do planejamento de oficinas pedagógicas interdisciplinares na formação inicial de professores de química

Abstract

The contextualization and the interdisciplinarity are pointed as two central beginnings in PNC. Of a formal one general, the understanding of the concept has been badly understood in the academic middle, it is spoken a lot about interdisciplinarity, but the pedagogic action properly interdisciplinary it has been relegated, a lot of times to the practices multidisciplinares and/or pluridisciplinares. In that sense, for a coherence with changes intended in the Brazilian education and with the incumbencies that they are attributed to the teachers by the law of Guidelines and Bases of the National Education, he/she becomes necessary to think in a professional's formation that understands the complete human processes, be him a teacher of the infantile education, of the first ones or of the last years of the basic school. In that context a research was developed, tends general objective to analyze the main found difficulties, by students in Chemistry, during the process of planning of interdisciplinary pedagogic workshops. The methodology meditated in that research was a qualitative approach of the research-action type. The data were collected starting from the application of questionnaires, observation participation and documental analysis, the use of those instrument ones allowed to do us a crossing of data, with the purpose of elaborating an understanding that resulted in a significant knowledge, in agreement with the objective that we propose in this work. The obtained results suggest a creation of a space or it disciplines that comes discussed on interdisciplinarity and teaching, because the difficulties found by students in Chemistry, it indicates us that the initial formation is not adapted to qualify them to drift and/or to exercise interdisciplinary activities.