Ressignificação curricular em um contexto de formação continuada: a interdisciplinaridade no ensino médio por meio da abordagem temática

Abstract

The reinterpretation of the curriculum especially in the important becomes science education in view of the encyclopaedic way of organizing content in the proposed curriculum framework, characterized as a list of concepts similar to the content of textbooks, conditioning the teacher to plan lessons that not It focuses on interdisciplinarity, criticality and the relationship between theory and practice, making no significant knowledge to the student. In this sense, the objective is to guide the renewal of didactic and pedagogical practices of teachers of a public school in Campo Grande - MS, through actions with respect to interdisciplinarity in curricular perspective buoyed by addressing issues with the intention to contribute to the process teaching and learning of science concepts in high school. This study is anchored in the Thematic Approach. The activities were organized following the articulation between the Pedagogic Moments, marked the design of Paulo Freire and purporting conceptual, Lev S. Vygotsky's assumption, with the organization of reference to study the situation. The data for analysis were obtained through questionnaires and opinion dissertation answered by teachers and analyzed by the Bardin Content Analysis. The results show willingness and ability of teachers to develop activities aimed at interdisciplinarity through structural elements related to the Thematic Approach, and their awareness of the need for curricular reframing, beyond the difficulties and vices associated with traditional teaching practices that resist due the school context that are submitted.