Abstract
This paper emerges from our researches and educational professional practices in higher education on teacher’s formation. The concern is with the interdisciplinary formation of future teachers and the goal is to provide theoretical discussions and practical experiences that support an understanding of the world and its history as close to reality as possible. In the first part, we discussed the concepts of disciplinary and interdisciplinary. We assumed that the reach of current stage of scientific and technological knowledge was due to the specialization of areas and sub-areas of knowledge in the disciplinary context, particularly in undergraduate and graduate. The side effect of this development is manifested in fragmented conceptions of the world and the individual, especially when disciplinary emphasis is given in stages of basic education, with damage to omnilateral formation, social relations and environmental sustainability. In the second part we discussed formation processes developed in Brazilian graduation courses: the necessary link “content, methodology and teaching practice” and the importance of interdisciplinary dialogue with a view to the formation of individuals able to integrate themselves critically in processes of material and cultural contemporary production. In spite of the official curriculum proposals advocate interdisciplinary formation, evaluative systems in large scale reduce the contents to be evaluated at the teaching of the mother tongue and mathematics, with interference in the school system and the teacher’s work. Finally, we question the professor’s formation in its historical and social context. We argue that the rescue of individual’s formation as a historic person aware of his transformative role involves interdisciplinary formation as condition to a suitable conception of the world and to a social integration of the individual that allows harmonious relationship with himself, others and the world.
Highlights
In human history, the non-school and school education processes have always sought to comply the objective to integrate individuals between themselves and the social context in which they are inserted
A proper social integration supposes formation for participation in work processes and cultural life, with a goal to insure the provision of material and cultural goods needed for the harmonious relationship of human life in society and the transformation of natural resources in order to preserve their sources and human species itself
In front of contradictions of such magnitude, the concept of interdisciplinary formation may represent a breakthrough in the constitution of the formative profile of contemporary man, here conceived as what challenges to synthesize the past experiences and future’s projects in present’s configuration, in which it is called to live, sometimes inatual way, profaning usual conventionalities (Agamben, 2010)
Summary
The issue of interdisciplinary has been part of numerous debates and studies given its importance to the process of teaching and learning. The reality lived in our education system collides with the teachers’ resistance in wanting to adopt interdisciplinary as a central element of their work, articulating the curricular content and reality This resistance is not random, but produced as different factors constitute their conceptions, since their initial formation, through their inclusion in education systems and coming to external evaluations, which have reduced increasingly the autonomy of teachers and conditioned him in a non-critical action. 22) argues that “for the enrichment of proposals for curricula and methodologies of teacher formation, the learning objectives we expect from students should be, before, goals of teachers’ formation.” While this matter is not reconsidered in higher education institutions we will have a complicated situation because while teachers are formed along these lines, when entering into the school routine, find themselves obliged to comply with pre-established determinations in schools, especially in relation to external evaluation, since you cannot choose to participate or not participate.
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