The whole and the parts as a form of expression of points of view about interdisciplinarity in Sciences

Abstract

In this work, the points of view about interdisciplinarity were analyzed through images expressed by graduate students of a distance-learning course in Sciences of a public university in Rio Grande do Sul, as well as by teachers working in the basic teaching network. The objective was to investigate the significance of these drawings as a means of reaching the points of view about the interdisciplinarity that each subject carries with him. For this, a workshop was held, where participants drew an image that represented interdisciplinarity, containing a brief description. In the analysis of the drawings, two categories emerged: "From the parts to the Whole" and "From the Whole to the Parts". In the first one, the subjects involved believe that all teachers, even if they do not have complete mastery of other areas of knowledge, need to have autonomy to continue researching and establishing partnerships with teachers from other areas of knowledge in order to allow them to concretize Interdisciplinary strategies in the collectivity. The second category shows that subjects understand that interdisciplinarity can be performed by only one subject – considering that it is enough to seek knowledge that is not pertinent to them and / or to have a training that provides interdisciplinary practice. Therefore, it is understood that both the teacher with a disciplinary and interdisciplinary cackground were followed by a solitary background, which leads one to think that in both cases these professionals should have the autonomy and openness to seek knowledge and partnerships from other areas of knowledge.