A transdisciplinaridade na formação continuada de professores de ciências da natureza e matemática em Camaragibe-PE

Abstract

Studying the continuing education of teachers of Natural Sciences and Mathematics made it possible to understand how this object of study, which has enormous scientific relevance, contributes to changes not only in the educational area, but principally in the social reality in which it is inserted. In this perspective, we use elements of transdisciplinarity to guide our actions, since we believe that the formative processes enable the educator to reframe his teaching practice. Thus, considering the various elements that make up teacher education, we list continuing education in the private school system as a way of enabling the dialogue between theory and practice. We established as a research field a private basic education institution, located in the city of Camaragibe, in the state of Pernambuco. Besides, we asked some questions that lead us to the central problem of the research: What are the conceptions of transdisciplinarity presented by teachers of Natural Sciences and Mathematics before and after the training process?; What are the indicators of transdisciplinary attitude present in a training process based on transdisciplinarity?; How does the teacher of Natural Sciences and Mathematics understand continuing education? The considerations about these questions made it possible to elaborate there search problem in the following sense: How does transdisciplinarity contribute to the continuing education of teachers of Natural Sciences and Mathematics in Camaragibe - PE? This question outlined the general objective in order to understand how transdisciplinarity contributes to the continuing education of teachers of Natural Sciences and Mathematics. We used the Interactive Didactic Sequence as the main data collection technique, with the questionnaire as support. SDI is based on the following theoretical and methodological assumptions: Complexity, Dialectics, Dialogicity, Hermeneutics and Systemic Thinking. Six teachers working in the disciplines of Biology, Physics, Mathematics and Chemistry participated in this research. For the treatment of the obtained data we use the Interactive Dialectic Hermeneutic Analysis. The results show that the concept of transdisciplinarity presented by the social actors during the continuing education approached the theoretical foundation that guided the research. Regarding the indicators of transdisciplinary attitude, we diagnose the presence of those who demonstrate care for each other in the search for the development of knowledge, moreover, we identified that the indicator “learning to learn” was present through out the process. Educators understand continuing education as a relevant space for professional improvement, but point out that the main difficulty is the lack of time for activities of this type. Thus, it is certain that transdisciplinarity when present in the training processes of teachers in the Natural Sciences and Mathematics, enables the dialogue between the most different knowledge, as it brings the curricular contents closer to real problems experienced by the school community. However, it should not be said that the teaching practice was totally transdisciplinary, what was noticed was the existence of interactions between knowledge, sometimes in an interdisciplinary way and sometimes in a transdisciplinary way.