DIFFICULTIES OF INTERDISCIPLINARITY IN TEACHING IN PUBLIC AND PRIVATE SCHOOL: WITH THE WORD, THE EDUCATORS
The complexity of knowledge and reality requires an education that stimulates thought and the linking of knowledge. Interdisciplinary training promotes the development of skills that help solve problems, although educators point out difficulties of interdisciplinary work in school. A total of 14 edu...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade do Estado da Bahia (UNEB) |
| Repositorio: | Cenas Educacionais |
| Idioma: | portugués |
| OAI Identifier: | oai:revistas.uneb.br:article/5152 |
| Acceso en línea: | https://www.revistas.uneb.br/cenaseducacionais/article/view/5152 |
| Access Level: | acceso abierto |
| Palabra clave: | Interdisciplinarity Teacher Training Interdisciplinary Practices. Interdisciplinaridade Formação de Professores Práticas Interdisciplinares. |
| Sumario: | The complexity of knowledge and reality requires an education that stimulates thought and the linking of knowledge. Interdisciplinary training promotes the development of skills that help solve problems, although educators point out difficulties of interdisciplinary work in school. A total of 14 educators were investigated through two focus group interviews: seven public school teachers, three private school teachers, two university professors, a director and a pedagogical coordinator. The interviews were videotaped and transcribed and the data were analyzed through content analysis. Most of the educators pointed to the lack of interdisciplinary teacher training and the lack of collective planning as the major obstacles to the achievement of interdisciplinary practices in schools. Attempts were made for interdisciplinary actions, but teachers assumed that they did not know about their effectiveness. |
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