Interdisciplinaridade e contextualização: encontros dialógicos com a pedagogia freireana na formação em ciências da natureza

Abstract

This paper proposes to comprehend, under a Freire’s perspective, how the Interdisciplinary and Contextualization principles contributed to the formation of researcher, teacher-educator of Natural Science from the Universidade Federal do Pampa, Uruguaiana Campus. The specific goals are: (a) comprehending the Interdisciplinary and Contextualization principles from official documents, intrinsic to teaching education; (b) comprehending the Interdisciplinary and Contextualization principles in a theoretical dialogue with experts in this field, with emphasis to Paulo Freire and (c) reflecting critically about the academic and professional formation trajectory of teacher-educator, from the registers of educative practices developed during the undergraduate degree, from 2011 to 2015. Written records from experiences and educational experiences, pertinent to the reflection on teacher training make up the corpus of analysis, produced in conjunction with research features (auto)biographical (ABRAHÃO, 2007; FREIRE, 2001) and analyzed by Textual Analysis Discourse (MORAES and GALIAZZI, 2011). The analysis and interpretation of written records, with evidence of Interdisciplinary and Contextualization principles were supported by Delizoicov, Fazenda, Freire, Japiassú, Morin, Santomé, among others, and the laws that regulate teachers training. The research shows clearly that Freire's pedagogy allows the understanding of the investigated disassociation of the principles studied and that these principles are present in the regulations of the undergraduate teacher degree organized by field of study. Besides, it was concluded that the proposal of educational practices that promote reflection on teacher education in relation to the principles investigated leaded the research-educator to meet the purposes of Natural Science major. The paper ends up pointing out that the current context of schools is challenging to the professionals who graduated in majors organized by field of study because there are still isolated initiatives that promote contest for area teachers.