Interdisciplinaridade escolar: proposta didática de um modelo para a educação

Abstract

The research investigated for two years (2015/2016) the implementation of a new way of doing didactics based on the fundamentals and principles of interdisciplinarity developed in Elementary School of a municipal school in São Paulo, with the same group of students in the fourth and fifth year. The idea reorganized the practice with new attitudes when developing the curricular proposal and guarantee the integral education including the students as participants in the teaching process when using the didactics in which the educational intervention departed from the fundamentals and interdisciplinary principles. The subjects of the research were the students and the researcher ascertaining the impact to the attitude that considered cultural pluralism beyond the program of disciplines. In the light of interdisciplinary practice, the researcher was modified to act on the script of a dialogical action plan in a spiral movement that provided the students' evolution. The process of didactic transmutation materialized in the 'How to do it' model, making it possible to do in a different way the instruments used: reading, seminar, guidebook and graphic. The objective of reorganizing the operationalization of interdisciplinary practice intervening educationally to achieve integral education used the Qualitative approach. The qualitative approach gave support to address the question: How is didactics based on the fundamentals and principles of school interdisciplinarity? The new paradigm happened in a methodology based on the research guidelines for action when performing didactics in classes and interdisciplinary research to investigate new ways of using the teacher's attitude to help the didactic transformation in the development of the content in the classes, an interdisciplinary intervention by the medium of the dialogical spiral movement. The transformation instituted the practice of dialogue, listening, observation and construction of knowledge based on the students' speeches and with the strategy of the seminar each one of the students initiated a pilot of the idea of a personal project. The transformative effect appeared as students began to critically critique the relationship of programmed content to their reality by sharing suggestions and arguing opinions. And for the teacher the research deconstructed pedagogical customs showing how to deal with the class because the vision about the teaching process to be modified requested new skills and a review of ideas. This research affirms that interdisciplinarity is a new way for the reorganization of learning