Em busca de um objeto arredio: o ensino interdisciplinar no ensino médio na perspectiva do professor
DOI:
https://doi.org/10.35362/rie9215749Palavras-chave:
ensino interdisciplinar, integração curricular, ensino médio, práticas de ensinoResumo
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.
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