INTERDISCIPLINARITY AND TEACHERS’ EDUCATION IN PHYSICS, MATHEMATICS, PORTUGUESE AND ENGLISH: IMPLICATIONS OF NEGOTIATIONS

Abstract

In this work, it is presented an action-research process developed by a coordinator, teachers’ education students and teachers of Basic Education in the areas of Physics, Mathematics, Portuguese and English in the ambit of the Institutional Program for Teaching Initiation Scholarship (PIBID) Interdisciplinary, in Curitiba, Paraná, Brazil, in the period from Mars to December in 2015. This process involved moments of planning, acting, observing and reflection in the development of an interdisciplinary educational proposal involving the referred areas. The formative conception of this work includes fundamentals of the following theories: Dialogic Action, by Paulo Freire, Communicative Action, by Jürgen Habermas, and Meaningful Learning, by David Ausubel and colleagues. It is highlighted a conception of teachers’ education related to negotiations involving aspects of domains: explicative; objective; social; subjective. The participants were involved in the analysis and construction of knowledge, rules and attitudes, with the expansion of conceptual and linguistic aspects. The data presented and analyzed in this work were constituted by: written records in field diary; audio and video records; e-mails; questionnaires; other documents made by the participants. Data analysis involved assumptions and characteristics of Content Analysis and the Study of Argumentative Texts and Discourses. It can be highlighted some formative possibilities related to the expansion of communicative spaces involving participants of different areas and the establishment of relations among several perspectives.