Contributions of the stage in the UFPA Science Club for a production of subjective directions on interdisciplinarity

• Main Authors: Rosineide Almeida Ribeiro, José Moysés Alves, Marciléa Serrão Resque
• Format: Article
• Language: Spanish
• Published: Universidade Federal do Pará 2018-10-01
• Series: Amazônia
• Subjects: sentido subjetivo; ensino interdisciplinar; formação de professores
• Online Access: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/4978
• ISSN: 1980-5128; 2317-5125

Interdisciplinary science education is still not frequent in our schools. At the Science Club of the Federal University of Pará (CCIUFPA), trainees from different undergraduate courses work in teams and have opportunities to experience the construction of interdisciplinary proposals. Inspired by the Subjectivity Theory of Fernando González Rey, we investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduated from the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. We present four case studies of trainee teachers, whose information was constructed through different instruments. In spite of the uniqueness of each trainee's experience, they considered that the internship at the UFPA Science Club expanded their knowledge of interdisciplinarity, taught them how to face and overcome difficulties to carry out interdisciplinary projects, favored the planning and appreciation of team activities, as well as the recognition of the importance of the motivation of junior partners, the contextualization of contents and dialogue in the classroom. The teachers evaluated that the experiences in the CCIUFPA contributed to the construction of their current teaching practice, and two of them reported carrying out, even with difficulties, the interdisciplinary teaching of science in the school.