Em busca de um objeto arredio: o ensino interdisciplinar no ensino médio na perspectiva do professor

Autores

DOI:

https://doi.org/10.35362/rie9215749

Palavras-chave:

ensino interdisciplinar, integração curricular, ensino médio, práticas de ensino

Resumo

Apesar de o ensino interdisciplinar (EID) constituir um componente quase onipresente nas iniciativas de reforma do ensino médio na Argentina, pouco se sabe sobre sua tradução para o ambiente escolar real. Este artigo busca explorar a implementação do EID nos centros educacionais de ensino médio na perspectiva dos professores, focando nos significados compartilhados na hora de usar as construções curriculares e didáticas para colocar esse ensino em prática. Essa busca é feita a partir de entrevistas com professores responsáveis ​​por espaços curriculares interdisciplinares em três centros educacionais de ensino médio da cidade de Buenos Aires. O artigo explica as maneiras pelas quais os professores usam seu repertório de conhecimentos práticos disponíveis para dar sentido à urgência do EID e descobre que suas construções didáticas e curriculares desembocam em um conjunto de condições materiais e simbólicas específicas.

Downloads

Não há dados estatísticos.

Referências

Adler, M. & Flihan, S. (1997). The Interdisciplinary Continuum: Reconciling Theory, Research and Practice. New York.

Applebee, A. N., Adler, M. & Flihan, S. (2007). Interdisciplinary Curricula in Middle and High School Classrooms: Case Studies of Approaches to Curriculum and Instruction. American Educational Research Journal, 44(4), 1002–1039. DOI: https://doi.org/10.3102/0002831207308219

Austral, R., Aguilar, L., Goldenstein Jalif, Y., & Larripa, S. (2019). Secundaria del Futuro (CABA). En M. Landau, P. Morello, & A. Santos Souza (Eds.), Concreciones institucionales de políticas para la innovación en la educación secundaria en cuatro jurisdicciones argentinas (2017-2018). Buenos Aires: Ministerio de Educación.

Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge. DOI: https://doi.org/10.4324/9780203153185

Baillat, G. & Niclot, D. (2010). In Search of Interdisciplinarity in Schools in France: From Curriculum to Practice. Issues in Integrative Studies, 28, 170-207.

Baiocchi, G., Graizbord, D. & Rodríguez-Muñiz, M. (2013). Actor-Network Theory and the ethnographic imagination: An exercise in translation. Qualitative Sociology, 36(4), 323-341. Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge. DOI: https://doi.org/10.1007/s11133-013-9261-9

Barrère, A. (2004). Travailler à l’école: Que font les élèves et les enseignants du secondaire? Rennes: Presses universitaires de Rennes. DOI: https://doi.org/10.4000/books.pur.24334

Blumer, H. (1982). El interaccionismo simbólico: perspectiva y método. Madrid: Hora.

Boix, V., Miller, W. C. & Gardner, H. (2000). On Disciplinary Lenses and Interdisciplinary Work. En S. Wineburg & P. Grossman, Interdisciplinary Curriculum: Challenges to Implementation. Teachers College Press.

Budgen, F., Wallace, J., Rennie, L. & Malone, J. (2001). Teaching and learning in integrated settings. In annual conference of the Australian Association for Research in Education, Fremantle, Western Australia.

Chartier, A. M. (2002). Un dispositivo sin autor. Revista Brasileira de Historia da Educaçao, 3, 1–17.

Chettiparamb, A. (2007). Interdisciplinarity: A literature review. En The Interdisciplinary Teaching and Learning Group.

Clausen, K. & Drake, S. (s. f.). Interdisciplinary Practices in Ontario Past, Present, and Future. Issues in Integrative Studies, 28, 69-108.

Falconi, O. (2015). Dispositivos, artefactos y herramientas para el trabajo de enseñar: El uso de carpetas, cuadernillos y afiches en el Ciclo Básico de la Escuela Secundaria. Facultad Latinoamericana de Ciencias Sociales.

Gunn, J. H. & King, M. B. (2003). Trouble in paradise: Power, conflict, and community in an interdisciplinary teaching team. Urban Education, 38(2), 173-195. https://doi.org/10.1177/0042085902250466 DOI: https://doi.org/10.1177/0042085902250466

Hasni, A., Lenoir, Y., & Froelich, A. (2015). Mandated Interdisciplinarity in Secondary School: The Case of Science, Technology, and Mathematics Teachers in Quebec. Issues in Interdisciplinary Studies, 668.

Havnes, A. (2009). Talk, planning and decision-making in interdisciplinary teacher teams: A case study. Teachers and Teaching: Theory and Practice, 15(1), 155-176. https://doi.org/10.1080/13540600802661360 DOI: https://doi.org/10.1080/13540600802661360

Howe, A. C., & Bell, J. (1998). Factors Associated with Successful Implementation of Interdisciplinary Curriculum Units. Research in Middle Level Education Quarterly, 21(2).

Klein, J. T. (1990). Interdisciplinarity: History, Theory, and Practice. Wayne State University Press.

Lam, C. C., Alviar-Martin, T., Adler, S. A. & Sim, J. B. Y. (2013). Curriculum integration in Singapore: Teachers’ perspectives and practice. Teaching and Teacher Education, 31(1), 23-34. DOI: https://doi.org/10.1016/j.tate.2012.11.004

Latour, B. (2008). Reensamblar lo social: una introducción a la Teoría del Actor-Red. Buenos Aires: Manantial.

Law, J. (1992). Notes on the Theory of the Actor Network: Ordering, Strategy and Heterogeneity. Centre for Science Studies, Lancaster University. DOI: https://doi.org/10.1007/BF01059830

Lenoir, Y. (1997). Some Interdisciplinary Instructional Models Used in the Primary Grades in Quebec. Issues in Integrative Studies, 15, 77-112.

Levstik, L. S. (1986). The relationship between historical response and narrative in a sixth-grade classroom. Theory and Research in Social Education, 14(1), 1-19. https://doi.org/10.1080/00933104.1986.10505508 DOI: https://doi.org/10.1080/00933104.1986.10505508

Miller, S. M. (1997). Making the Paths: Constructing Multicultural Texts and Critical-Narrative Discourse in Literature-History Classes. National Research Center on English Learning & Achievement, University at Albany.

Naidoo, D. (2010). Losing the “purity” of subjects? Understanding teachers’ perceptions of integrating subjects into learning areas. Education as Change, 14(2), 137-153. https://doi.org/10.1080/16823206.2010.518001 DOI: https://doi.org/10.1080/16823206.2010.518001

Pharo, E., Davison, A., McGregor, H., Warr, K. & Brown, P. (2014). Using communities of practice to enhance interdisciplinary teaching: Lessons from four Australian institutions. Higher Education Research and Development, 33(2), 341-354. https://doi.org/10.1080/07294360.2013.832168 DOI: https://doi.org/10.1080/07294360.2013.832168

Pountney, R., & McPhail, G. (2017). Researching the interdisciplinary curriculum: The need for ‘translation devices’. British Educational Research Journal, 43(6), 1068–1082. https://doi.org/10.1002/berj.3299 DOI: https://doi.org/10.1002/berj.3299

Rockwell, E. (2010). Tres planos para el estudio de las culturas escolares. En N. E. Elichiry (Ed.), Aprendizaje y contexto: contribuciones para un debate. Buenos Aires: Manantial.

Probart, C., McDonnell, E., Achterberg, C. & Anger, S. (1997). Evaluation of implementation of an interdisciplinary nutrition curriculum in middle schools. Journal of Nutrition Education, 29(4), 203-209 DOI: https://doi.org/10.1016/S0022-3182(97)70199-7

Rodríguez, J. G. y Miñana, C. (2010). Interdisciplinarity and research on local issues in schools. Policies and experiences from Colombia. Issues in Integrative Studies, 28, 109-137.

Schutz, A. (1974). El problema de la realidad social. Buenos Aires: Amorrortu.

Shibley, I. A. (2006). Interdisciplinary Team Teaching: Negotiating Pedagogical Differences. College Teaching, 54(3), 271-274. https://doi.org/10.3200/CTCH.54.3.271-274 DOI: https://doi.org/10.3200/CTCH.54.3.271-274

Strauss, A. L. & Corbin, J. (2002). Bases de la investigación cualitativa: Técnicas y procedimientos para desarrollar la teoría fundamentada. Universidad de Antioquía.

Terigi, F. (2008). Los cambios en el formato de la escuela secundaria argentina: por qué son necesarios, por qué son tan difíciles. Propuesta Educativa, 1(15), 63–71.

Terigi, F. (2016). Políticas públicas en Educación tras doce años de gobierno de Néstor Kirchner y Cristina Fernández. Buenos Aires: Friederich Ebert Stiftung.

Woodbury, S. (2010). Rhetoric, Reality, and Possibilities: Interdisciplinary Teaching and Secondary Mathematics. School Science and Mathematics, 98(6), 303-311. https://doi.org/10.1111/j.1949-8594.1998.tb17425.x DOI: https://doi.org/10.1111/j.1949-8594.1998.tb17425.x

Yates, J. L. (1990). Interdisciplinary teaching and academic tasks: The perceptions of secondary school teachers. The University of Arizona.

Como Citar

Sánchez, M. B. (2023). Em busca de um objeto arredio: o ensino interdisciplinar no ensino médio na perspectiva do professor. Revista Ibero-Americana De Educação, 92(1), 119–135. https://doi.org/10.35362/rie9215749

Publicado

2023-07-15

Edição

Secção

- La educación multi, inter y transdisciplinar en la formación a lo largo de la