Percepção dos professores do Curso de Licenciatura em Biologia da UFRB sobre interdisciplinaridade: obstáculos e possibilidades

Abstract

The present study had as object of study the interdisciplinarity. In this sense, the general objective was to analyze the teachers' perception of the undergraduate course in Biology at UFRB on interdisciplinarity in view of the obstacles and possibilities faced by them for its effectiveness. The specific objectives chosen were: To identify the theoretical references present in the daily life of teachers on interdisciplinarity; To know how the teacher understands interdisciplinarity in higher education; Recognize the obstacles and possibilities of the interdisciplinary movement from the point of view of teachers. So we asked: What perceptions of the professors of the undergraduate course in Biology at UFRB on interdisciplinarity related to the obstacles and possibilities faced in a undergraduate degree for effective interdisciplinary teaching? For this, we chose in this research the professors of the course of Degree in Biology of which 57,6% corresponding a total of 15 teachers participated. In a qualitative and exploratory-descriptive approach the data were collected through the Google Form platform (2018, 2019). The link was sent by whatsapp as well as via e-mail from the teachers along with the Informed Consent Term (TCLE). The mixed questionnaire was organized with 38 questions (open and closed). Given the answers, the analysis was based on the content analysis proposed by Bardin (1977). The theoretical foundations are highlighted in Fazenda, (1994), (2002) (2008), (2011); Morin (2000), (2003) (2006); Santomé (1998); Frigotto (2008); Pombo (2008) and Ramos (2004), (2016), among others who defend interdisciplinarity as a means of avoiding fragmentation and compartmentalization of knowledge. After analysis, we were able to approach clues about interdisciplinarity in higher education, highlighting the possible methodological obstacles to overcome the barriers against fragmented and compartmentalized education.