Navegando por Assunto "Interdisciplinary teaching"

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Contribuições do estágio no Clube de Ciências da UFPA para a produção de sentidos subjetivos sobre interdisciplinaridade
(Universidade Federal do Pará, 2018-07) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; RESQUE, Marciléa Serrão
Interdisciplinary science education is still not frequent in our schools. At the Science Club of the Federal University of Pará (CCIUFPA), trainees from different undergraduate courses work in teams and have opportunities to experience the construction of interdisciplinary proposals. Inspired by the Subjectivity Theory of Fernando González Rey, we investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduated from the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. We present four case studies of trainee teachers, whose information was constructed through different instruments. In spite of the uniqueness of each trainee's experience, they considered that the internship at the UFPA Science Club expanded their knowledge of interdisciplinarity, taught them how to face and overcome difficulties to carry out interdisciplinary projects, favored the planning and appreciation of team activities, as well as the recognition of the importance of the motivation of junior partners, the contextualization of contents and dialogue in the classroom. The teachers evaluated that the experiences in the CCIUFPA contributed to the construction of their current teaching practice, and two of them reported carrying out, even with difficulties, the interdisciplinary teaching of science in the school.
Acesso aberto (Open Access)
Interdisciplinaridade e subjetividade: experiências de ensino vivenciadas por professores egressos do Clube de Ciências da UFPA
(Universidade Federal do Pará, 2017-05-10) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Interdisciplinary science education is still uncommon in our schools, and teacher training opportunities with this perspective are also infrequent. At the UFPA Science Club, trainees of different degrees work in multidisciplinary teams and have opportunities to carry out an interdisciplinary teaching. I was interested in knowing the contribution of this stage to the later pedagogical work of the egress in the school. Inspired by González Rey's Theory of Subjectivity, I investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduates of the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. I carried out a qualitative research, based on Qualitative Epistemology, which conceives the construction of knowledge as a constructive-interpretative process, values the dialogue between the researcher and the participants and legitimizes the production of knowledge from singular cases. I present four case studies of trainee teachers, whose information was obtained through complements of sentences, essay and individual interviews. Despite the uniqueness of the experiences of each trainee, CCIUFPA egress, the results showed that the teachers consider that the science club internship taught to face and overcome difficulties to carry out interdisciplinary projects, extended their knowledge about interdisciplinarity, favored to value the planning of activities , The motivation of junior associates, the contextualization of contents and dialogue in the classroom. They evaluate that the experience in the CCIUFPA contributed to several characteristics of their current practice, and three of the teachers reported having to carry out, with difficulties, an interdisciplinary teaching in the school. These results indicate that, despite the marked differences between the educational contexts, the internship experience in CCIUFPA helps teachers to produce subjective meanings, which allow them to perform, in some circumstances, an interdisciplinary teaching in the school.