O ensino interdisciplinar no curso de ciências biológicas – licenciatura do instituto federal do Acre: compreensões e desenvolvimento
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Data
2021-12
Autores
Orientador
Neuenfeldt, Derli Juliano
Banca
Pessoa, Valda Inês Fontenele
Strohschoen, Andréia Aparecida G.
Giongo, Ieda Maria
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Resumo
A interdisciplinaridade pode ser caracterizada pela troca recíproca de conhecimentos entre duas ou mais áreas do saber, podendo, dessa forma, ser uma possibilidade para superação da fragmentação do conhecimento, na busca pela compreensão dos fenômenos em sua totalidade, inclusive os educacionais. Considerada indispensável nos currículos para formação de professores, como uma estratégia, para o entendimento entre a unidade e o todo, a interdisciplinaridade instigou o desenvolvimento da presente pesquisa, que teve como objetivo analisar de que maneira as práticas de ensino dos docentes do curso de licenciatura em Ciências Biológicas do Instituto Federal do Acre- IFAC, campus Rio Branco, se relacionam com a concepção de interdisciplinaridade prevista no Projeto Pedagógico do Curso e no Projeto Pedagógico institucional. O referencial teórico utilizado para aguçar as discussões sobre o ensino interdisciplinar pautou-se principalmente nos estudos de Ivani Fazenda, Hilton Japiassu e Heloisa Luck. A metodologia utilizada para o desenvolvimento desta pesquisa foi de abordagem qualitativa, aproximando-se ao estudo de caso. Os participantes foram: coordenador, docentes e discentes do curso de licenciatura em Ciências Biológicas do IFAC, campus Rio Branco. Para a produção das informações, foram utilizadas múltiplas técnicas a partir de fontes: documental, onde foram analisados os documentos institucionais: PDI, PPI e PPC do curso de licenciatura em Ciências Biológicas e ementa dos componentes curriculares de Projeto integrador; observacional, a partir do acompanhamento de aulas do componente curricular de projeto integrador III; entrevista semiestruturada com o Coordenador do curso e grupos de discussão com discentes e docentes. As informações foram analisadas à luz da técnica da Análise Textual Discursiva (ATD) emergindo três categorias relacionadas à: compreensão de interdisciplinaridade, interdisciplinaridade na formação inicial de professores de biologia suas práticas de ensino e a interdisciplinaridade: do PPC à efetivação nas práticas pedagógicas. Quanto à compreensão de interdisciplinaridade, os discentes apontaram para o exercício da inter-relação entre as disciplinas, ao passo que o coordenador do curso acreditava ser a especialização do saber uma necessidade para compreensão da interdisciplinaridade, ao tempo em que os docentes assinalaram o trabalho coletivo e colaborativo.Com relação as práticas de ensino, evidenciou-se o desenvolvimento das atividades interdisciplinaridades no componente curricular de projeto integrador, sendo o ensino baseado em projetos a metodologia mais utilizada pelos docentes. Sobre a concepção curricular, o PPC do curso direciona o ensino interdisciplinar partindo da relação, teoria e prática, por meio da articulação dos conhecimentos específicos e pedagógicos. A respeito das ementas de projeto integrador I, II, III, e IV, verificou-se que as atividades propostas contemplam parcialmente a interdisciplinaridade. Portanto, comprovou-se que, mesmo havendo uma convergência de esforços para o desenvolvimento do ensino interdisciplinar, as práticas docentes ainda não conseguem estabelecer uma relação com a concepção de interdisciplinaridade presentes nos documentos institucionais.
Interdisciplinarity can be characterized by the reciprocal exchange of knowledge between two or more areas of knowledge, thus being a possibility for overcoming the fragmentation of knowledge, in the search for understanding the phenomena in their entirety, including educational ones. Considered indispensable in the curricula for teacher training, as a strategy, for the understanding between the unit and the whole, interdisciplinarity instigated the development of the present research, which aimed to analyze how the teaching practices of the teachers of the degree course in Biological Sciences at the Federal Institute of Acre-IFAC, Rio Branco campus, are related to the concept of interdisciplinarity foreseen in the Pedagogical Project of the Course and in the Institutional Pedagogical Project. The theoretical framework used to sharpen discussions on interdisciplinary teaching was based mainly on the studies of Ivani Fazenda, Hilton Japiassu and Heloisa Luck. The methodology used for the development of this research was a qualitative approach, approaching the case study. The participants were: coordinator, professors and students of the degree course in Biological Sciences at IFAC, Rio Branco campus. For the production of information, multiple techniques were used from sources: documentary, where the institutional documents were analyzed: PDI, PPI and PPC of the degree course in Biological Sciences and the syllabus of the curricular components of the Integrative Project; observational, from the monitoring of classes of the curricular component of the integrative project III; semi-structured interview with the course coordinator and discussion groups with students and professors. The information was analyzed in the light of the Discursive Textual Analysis (DTA) technique, emerging three categories related to: understanding of interdisciplinarity, interdisciplinarity in the initial training of biology teachers, their teaching practices and interdisciplinarity: from PPC to effectiveness in pedagogical practices. Regarding the understanding of interdisciplinarity, the students pointed to the exercise of the interrelation between the disciplines, while the course coordinator believed that the specialization of knowledge was a necessity for understanding interdisciplinarity, while the professors highlighted the collective work and collaborative. Regarding teaching practices, the development of interdisciplinary activities in the curricular component of an integrative project was evidenced, with project-based teaching being the methodology most used by teachers. Regarding the curriculum design, the course's PPC directs interdisciplinary teaching based on the relationship, theory and practice, through the articulation of specific and pedagogical knowledge. Regarding the integrative project menus, I, II, III, and IV, it was found that the proposed activities partially contemplate interdisciplinarity. Therefore, it was proved that, even with a convergence of efforts for the development of interdisciplinary teaching, teaching practices still fail to establish a relationship with the concept of interdisciplinarity present in institutional documents.
Interdisciplinarity can be characterized by the reciprocal exchange of knowledge between two or more areas of knowledge, thus being a possibility for overcoming the fragmentation of knowledge, in the search for understanding the phenomena in their entirety, including educational ones. Considered indispensable in the curricula for teacher training, as a strategy, for the understanding between the unit and the whole, interdisciplinarity instigated the development of the present research, which aimed to analyze how the teaching practices of the teachers of the degree course in Biological Sciences at the Federal Institute of Acre-IFAC, Rio Branco campus, are related to the concept of interdisciplinarity foreseen in the Pedagogical Project of the Course and in the Institutional Pedagogical Project. The theoretical framework used to sharpen discussions on interdisciplinary teaching was based mainly on the studies of Ivani Fazenda, Hilton Japiassu and Heloisa Luck. The methodology used for the development of this research was a qualitative approach, approaching the case study. The participants were: coordinator, professors and students of the degree course in Biological Sciences at IFAC, Rio Branco campus. For the production of information, multiple techniques were used from sources: documentary, where the institutional documents were analyzed: PDI, PPI and PPC of the degree course in Biological Sciences and the syllabus of the curricular components of the Integrative Project; observational, from the monitoring of classes of the curricular component of the integrative project III; semi-structured interview with the course coordinator and discussion groups with students and professors. The information was analyzed in the light of the Discursive Textual Analysis (DTA) technique, emerging three categories related to: understanding of interdisciplinarity, interdisciplinarity in the initial training of biology teachers, their teaching practices and interdisciplinarity: from PPC to effectiveness in pedagogical practices. Regarding the understanding of interdisciplinarity, the students pointed to the exercise of the interrelation between the disciplines, while the course coordinator believed that the specialization of knowledge was a necessity for understanding interdisciplinarity, while the professors highlighted the collective work and collaborative. Regarding teaching practices, the development of interdisciplinary activities in the curricular component of an integrative project was evidenced, with project-based teaching being the methodology most used by teachers. Regarding the curriculum design, the course's PPC directs interdisciplinary teaching based on the relationship, theory and practice, through the articulation of specific and pedagogical knowledge. Regarding the integrative project menus, I, II, III, and IV, it was found that the proposed activities partially contemplate interdisciplinarity. Therefore, it was proved that, even with a convergence of efforts for the development of interdisciplinary teaching, teaching practices still fail to establish a relationship with the concept of interdisciplinarity present in institutional documents.
Descrição
Palavras-chave
Interdisciplinaridade; Ensino; Formação de professores; Ciências Biológicas; Interdisciplinarity; Teaching; Teacher training; Biological Sciences
Citação
NASCIMENTO, Taita Lima Do. O ensino interdisciplinar no curso de ciências biológicas – licenciatura do instituto federal do Acre: compreensões e desenvolvimento. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 16 dez. 2021. Disponível em: http://hdl.handle.net/10737/3285.