Knowledge’s teachers perceived in interdisciplinary educational practice: teacher training in geography in UEMS

Abstract

The objective of the research is to understand the possibilities and limitations of an educational experience with an interdisciplinary perspective, carried out during the curricular period of training supervised in the relation theory and practice and between university and school community. The proposal was developed in the UEMS, in which was held a working partnership between teachers of the period of training, academics and the school community. On investtigation of this experiment, we sought to understand the role of curricular Supervised stage in the articulation of the knowledge from different disciplines of the area of Geography. We tried to understand, through of a phenomenological approach that teacher knowledge, with an interdisciplinary perspective, had been constructed by the students of the supervised curricular stage. Geography, in the cultural and critical perspective, may be a central theme of an interdisciplinary teaching practice to encourage the promotion of dialogue between different areas of knowledge. Students and teachers perceive to have constructed different knowledge in an integrated manner through the collective work, rich in creativity and discoveries.