A formação docente para o trabalho interdisciplinar: o que nos dizem os egressos do Curso de Pedagogia da UFRB

Abstract

This article analyzes the perspective of graduates of the Pedagogy course at UFRB about interdisciplinary in teacher training. The research that originated this article aimed at analyzing how interdisciplinary is inserted in the teacher training process, to reflect on the treatment of this knowledge in the pedagogical practice of future teachers in the classroom. The methodology used to achieve this objective was qualitative research, based on bibliographical analysis and questionnaires applied to collaborators. The study had authors such as Fazenda (2002), Thiesen (2008) and Klein (2012) as theoretical support, who treat interdisciplinary as a way to overcome the traditional disciplinary problems of a fragmented education, unable to meet the demands of a teaching process that considers the totality of subjects. The research made it possible to understand how important it is to incorporate the concept of interdisciplinary from the first semesters of the degree courses, to train teachers capable of reflecting, discussing and enabling interdisciplinary attitudes, favoring new ways of thinking and acting, building proposals that favor openness to an interactive experience, mediated by diversified knowledge.