Os desafios e perspectivas de uma práxis pedagógica integradora: a interdisciplinaridade em questão

Abstract

This article has for purpose to present a reflection on the challenges and perspectives of the interdisciplinary aspects in the intense search of a pedagogical praxis which contemplates the end of the knowledge’s fragmentation and make possible an integrator work. We believed that the interdisciplinary work allows an universal glance on the knowledge, which one that allows possess abilities to build the possible or necessary answers to each context. To enrich our analyses authors' texts were selected as Fazenda (1997, 1995, 1993); Japiassú (1976); Magalhães (2009); Perrenoud (2009) among others that contributed to the enrichment of the presented work. It is noticed that the interdisciplinary approach is being thought and applied in the pedagogical work organization, only recently, although their ideas are already many decades in studies and discussions.In this sense it is fundamental as it seeks the interaction of concepts and methods, what leads the student to a closer view of the movement, the totality and the contributions of all reality, in other words, it is a pedagogical action that needs to be interactive and interactive between teacher/student. Thus, it is verified that due to the numerous changes that several sectors of society are undergoing is necessary that the teacher is also qualified to assume a new education conception. For that he needs to be prepared to apply different methodologies, technologies and knowledge. Finally, the study concluded that it is essential that the teaching-learning process is used by the teacher as a tool for the construction and development of new knowledge that will be paramount in every day of their schooling.