TEACHERS PERCEPTIONS ABOUT INTERDISCIPLINARY UNIVERSITY TEACHING PRACTICES IN PORTUGAL AND BRAZIL
Keywords:
Interdisciplinary, university teaching, communication, totalityAbstract
This paper identifies the perceptions of university professors about teaching practices interdisciplinary experiences in this level of education and constitutes a clip of a postdoctoral research whose theoretical object of study was interdisciplinary. From the empirical point of view, data were collected on how interdisciplinary is present in Education Sciences and Pedagogy courses teaching at a Portuguese and a Brazilian University. Regarding the theoretical basis, the study parts from two interdisciplinary conceptions, namely the historical-dialectical conception and the a-historical conception. With regard to methodological options, data were collected through open-end questionnaire surveys. The answers from these questionnaires were analysed by the content analysis technique and allowed to conclude, on the one hand, that teachers recognize the need to avoid a a-historical interdisciplinary processes and practices but, on the other hand, that there are several factors that make it difficult in university education needing to be overcome.Downloads
References
BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 1979.
BOGDAN, Robert e BIKLEN, Sari. Investigação qualitativa em educação -uma introdução à teoria e aos métodos. Colecção Ciências da Educação, nº 12. Porto: Porto Editora, 1994.
FAZENDA, Ivani C. Arantes. Interdisciplinaridade: História, teoria e pesquisa. Campinas: Papirus, 1994, pp. 53-57.
FREIRE, Paulo. Pedagogia do oprimido. 17ª ed. Rio de Janeiro: Paz e Terra, 1987.
FRIGOTTO, Gaudêncio. “Enfoque da dialética materialista histórica na pesquisa educacional” in: FAZENDA, Ivani C. Arantes (Org.) Metodologia da pesquisa educacional. 4ª ed. São Paulo: Cortez, 1977.
JANTSCH, Ari Paulo e BIANCHETTI, Lucídio (Orgs.). Interdisciplinaridade para além da filosofia do sujeito. 2ª ed. Petrópolis: Vozes, 1995.
LEITE, Carlinda. O currículo e o multiculturalismo no Sistema Educativo Português. Lisboa: Fundação Calouste Gulbenkian, 2002.
LEITE, Carlinda. “Prefácio” a SILVA, Maria de Fátima Gomes da et al. (org.). Cultura, Práticas Educativas, Currículo e Gênero: a tessitura de um olhar multidisciplinar. 1ª ed. Recife : EDUPE, 2009
LENOIR, Yves. “Didática e interdisciplinaridade: uma complementaridade necessária e controlável”. In: FAZENDA, Ivani C, Arantes (Org.). Didática e interdisciplinaridade. Campinas, SP: Papirus, 1998, pp. 45-75.
L’ÉCUYER, René. Méthodologie de l’analyse développementale de contenu. Candá: Presses de l’Úniversité, 1990.
LOPES, ALICE CASIMIRO. “Por que somos tão disciplinares?”, ETD – Educação Temática Digital, Campinas, v.9, n.esp., out. 2008, p.201-212.
SILVA, Maria de Fátima Gomes da. Para uma ressignificação da interdisciplinaridade na gestão dos currículos em Portugal e no Brasil. Lisboa: Fundação Calouste Gulbenkian, 2009.
Published
How to Cite
Issue
Section
License
Copyright
The submission of originals to Cenas Educacionais (Educational Scenes - CEDU) implies the transfer, by the authors, of the publication rights. The copyright for the manuscripts published in this journal is the author(s), with CEDU rights over the first publication. Authors(s) may only use the same results in other publications by explicitly indicating CEDU as the means of the original publication.
Creative Commons License
Except where otherwise specified, the terms of a Creative Commons Attribution-ShareAlike 4.0 International License license apply to the material published in this journal, which allows unrestricted use, distribution and reproduction in any medium provided the original publication is correctly cited.
This work is licensed with a License 