Elementos para reflexão sobre a interdisciplinaridade: construção do conhecimento, formação de professores e práticas pedagógicas

Abstract

This work brings elements to the reflection on the interdisciplinarity, with emphasis in the analysis of the paradigm of the construction of the knowledge; in the training of teachers who favor the construction of an integrative thought; and in the implementation of pedagogical practices that are consistent with the non-fragmentation of knowledge. It is based on reflections brought by the Fazenda (2003); Morin (2000); Japiassu (1976); other authors that deal with the theme. It seeks an interdisciplinarity as a fundamental strategy for a generation of knowledge and knowledge on the contemporary bases and its new epistemological bases. The work is also of importance for the interdisciplinarity in the formation of teachers, inasmuch as one can identify interdisciplinary pedagogical practices for the acquisition of meaningful learning. This work has bibliographical character, being the research initiated by authors of mentioned authors and of reflections in books, scientific articles, sites, among others. It is concluded that the interdisciplinarity of teacher training and pedagogical practices in schools is essential, so that the teaching is meaningful and progressively progresses with each new series.