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Interdisciplinarity in basic education: the experience of a primary school institution of state public network

Grant number: 15/23589-5
Support type:Improvement in Public Education Program
Duration: May 01, 2016 - April 30, 2017
Field of knowledge:Humanities - Education
Principal researcher:Hilda Maria Gonçalves da Silva
Grantee:Hilda Maria Gonçalves da Silva
Home Institution: Faculdade de Ciências Humanas e Sociais (FCHS). Universidade Estadual Paulista (UNESP). Campus de Franca. Franca , SP, Brazil
Assoc. researchers:Célia Maria David ; Ricardo Ribeiro


The purpose of this work is to develop interdisciplinary activities in the area of humanities, in a basic education school, with special attention to the final grades of elementary school. This is on the understanding that the fragmentation caused by the distribution of the subjects as isolated activities of different teachers, has undermined a production of more coherent and integrated knowledge by the student. Thus, it is believed that the division of labor among teachers who cater to the same group of students is essential to systematize and optimize the learning process. This perspective is aimed at promoting research to teachers of Portuguese Language, Geography and History an articulated work in tracking some of the academic activities of students, through the idealization and interdisciplinary development of some of curriculum activities. Such activities will be developed having as features: music, movies and literature. The dynamics and the impacts of these activities should be revisited periodically in a process of guidance and reorientation promoted by teachers, always an effective mainstreaming of knowledge. The dialectical method compose this study in that it breaks the idea that dialogue, reflection and collaborative actions between research and teaching teams will be able to promote greater integration between the knowledge of the different subjects of the curriculum. It is proposed from that intervention work with the school, guided by some paradigms proposed by topic of scholars (Charlot, Saviani, Orsolon, Thiesen, Moreira and others) trying to confirm or refute the thesis raised. Finally, the dialectical proposition of qualitative change is highlighted, as the result of intervention work, guided by current research in this field, will provide an overview of the potential and the limits of the initial hypothesis. Thus, they seek the contribution towards advancing the work of the school staff involved, enhance the dissemination of the results of proposal and the expansion of knowledge in the area, according to the results obtained. (AU)

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