THE CURRICULAR STRUCTURING OF HIGH SCHOOL IN RIO GRANDE DO SUL

challenges of performing interdisciplinary practices in disciplinary contexts

Abstract

This     article     is     the     result     of     the investigation   of   curricular   restructuring   in   high school   in   Rio   Grande   do   Sul   through   reports produced    by    science    teachers    of    Nature    and Mathematics  in  the  first  two  years  of  the  proposed deployment. We aimed to understand the meanings attributed  to  interdisciplinarity  in  the  classroom  of the  Integrated  Seminar.  With  a  phenomenological hermeneutic approach, we analyze reports producedby teachers in a process of formation and use  as  an  analytical  tool  Textual  Analysis  Discourse proposed by Moraes and Galiazzi. We observed that interdisciplinary   held   by   most   teachers   do   not configure the theoretical mean by interdisciplinarity,  but  other  possibilities,  the  first  is based  on  teachers  on  the  topic  proposed  in  the Integrated   Seminar   (SI)   in   their   disciplines,   the second    is    when    students    are    responsible    for seeking  the  main  theme  of  the  contents  according to   the   disciplines.   Finally,   we   believe   that   the understanding  of  the  proposal  can  be  made  easier as   we   invest   in   daily   training   because,   through training,  we  deal  with  the  difficulties  of  everyday life,  exchange  experience,  engage  in  dialogue  with each  other  and  find  ourselves  as  unfinishedbeings that we are.