Aprendendo a ensinar de forma interdisciplinar: reflexões de um professor

Abstract

This research investigated the potential of interdisciplinary activities in the teaching practice of Science, History, Geography and Portuguese teachers, analyzing how collaborative classes can promote meaningful learning in elementary school. The methodology was qualitative and the study was characterized as an action research. Data were collected through participant observation and interviews. Fieldwork was conducted in three stages: the first devoted to lesson planning by teachers of different disciplines; the second dedicated to collaborative presentation of lesson plans during the same class; and the third focused on the vision of teachers on the construction and implementation of collaborative projects. Collaborative classes employed videos, songs, pictures and other resources to facilitate the presentation of contents in an integrated way. After classes, students and teachers dialogued on the topics approached, engaging in an assessment process. Results indicated that interdisciplinary initiatives in school require teachers to have intellectual and pedagogical openness, getting involved in a didactics that challenges their own professional knowledge. Conclusions show that interdisciplinary experiences in schools demand teacher training processes that value joint action, dialogue and human knowledge in its complexity.