Os desafios da interdisciplinaridade: concepções, expectativas, construções e desconstruções de professores que atuam nos anos iniciais

Resumo

In the Early Years of Elementary School, the curriculum presents the subjects in an integrated way, even so, the contents are organized separately and, sometimes, classes are organized with days and times established for the different areas of knowledge. In this way, it is possible to observe explicit disciplinarity instead of interdisciplinarity, perceiving the need to support teachers with regard to the deepening of learning about the concepts of Mathematics of the Early Years. Also following the requirements of the National Common Curricular Base (BNCC) (Brasil, 2018), the proposal arises to expand the offer of continuing education through a postgraduate course with an interdisciplinary perspective. Thus, this research work seeks to investigate what are the contributions, potentialities and/or weaknesses emerging during the trajectory in a Graduate Course with an interdisciplinary perspective in view of the conceptions/expectations of teachers working in the Early Years. The research aims to identify the expectations of the participating students, the initial conceptions about interdisciplinarity in Mathematics Teaching, the analysis of contributions and possible changes in the trajectory of teachers working on ideas and/or attitudes towards interdisciplinarity proposals. The research was carried out with teachers who carried out the Lato Sensu Graduate Course in Mathematics Education for the Early Years of Elementary School: An Interdisciplinary Proposal, which is offered by the Federal Institute of Education, Science and Technology Farroupilha (IFFar), campus Santa Rosa, in the state of Rio Grande do Sul, Brazil. The method chosen for this investigation adheres to qualitative research, since it seeks to understand the interdisciplinary dynamics, through the eyes of this researcher. Such search occurs from the analysis of memorials written by the teachers researched when registering for enrollment in the Specialization Course in Mathematics Education for the Early Years of Elementary School: An Interdisciplinary Proposal, answers to an online questionnaire with questions regarding their learning in the classes of module III (interdisciplinary module) and their contribution to their practices in classrooms, and also the analysis of written narratives after the completion of all the course class modules. Result, it is possible to affirm that contextual factors, such as the pleasure in teaching and learning, the desire to do better in the classroom, the challenges of developing mathematical concepts relating them to the daily life of students, the need for a rupture between the linearity of traditional teaching and the possibility of innovating the Teaching of Mathematics in the Early Years, The desire to share knowledge and contribute to the management of schools are expectations that teachers have. Also, the perception that the theoretical framework was weakened in relation to pedagogical practice, with the coherence of theory and practice sometimes disregarded in the practice in classrooms. Leading to the conclusion that building and rebuilding classroom practice based on new theoretical and practical assumptions interdisciplinary, aiming at the benefits of changes, seems to be a desired didactic path and made explicit in the teachers' statements, as well as the objective of graduating at the Graduate level, to improve their knowledge and do differently in the classroom from the new learnings, although there is a lot to be invested in this aspect.

Dados da obra

Tipo

Tese (doutorado)

Instituição

UFSM

Ano

2024

Idioma

pt

Palavras-chave

Pós-Graduação; Interdisciplinar; Ensino de matemática; Formação continuada; Postgraduate studies; Interdisciplinary; Mathematics teaching; Continuing education; CNPQ::OUTROS::CIENCIAS

Temas

Currículo, Formação de Professores de Matemática, Práticas Pedagógicas, Tecnologias Digitais

Handle

http://repositorio.ufsm.br/handle/1/33364

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026