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Resumo(s)
A interdisciplinaridade é um tema abordado na literatura das ciências da educação há várias décadas. Apesar de pertinente e relevante, na prática do ensino-aprendizagem ainda não é mobilizada de forma significativa em experiências educativas. Esse aspeto assume uma importância acrescida sobretudo ao nível do 1.º ciclo, pois as suas especificidades, sobretudo a da monodocência, parecem permitir uma maior articulação interdisciplinar, que, segundo a literatura, acaba por não acontecer com tanta frequência como seria expectável. No entanto, várias continuam a ser as dificuldades apontadas para a sua realização, sendo que a própria definição de interdisciplinaridade pode levar a múltiplos significados entre o corpo docente, assim como dificuldades na sua concretização. Com o objetivo de compreender as conceções dos professores do 1.º ciclo sobre tarefas interdisciplinares, foi realizado um inquérito por questionário a 74 professores portugueses desse nível de ensino. Os resultados revelam a existência de conceções diversas acerca do que é interdisciplinaridade. Além disso, mostram que existem áreas nas quais os professores veem com mais facilidade a concretização de tarefas interdisciplinares.
Interdisciplinarity has been discussed in the field of educational sciences for several decades, consistently recognized for its pedagogical relevance and potential. Nevertheless, its effective integration into teaching and learning practices remains limited, particularly in primary education. This issue is especially pertinent in the context of the 1st cycle of basic education in Portugal, where the monoteaching model theoretically offers more favorable conditions for interdisciplinary approaches. Despite this potential, significant challenges persist in the operationalization of interdisciplinary teaching. One major barrier is the conceptual ambiguity surrounding interdisciplinarity itself, with varying interpretations among educators, which hampers its consistent application. In order to explore the conceptions held by teachers regarding interdisciplinary tasks, a quantitative study was conducted involving 74 primary school teachers. The data reveal a wide range of understandings concerning the nature and scope of interdisciplinarity. Additionally, the findings suggest that teachers identify particular curricular domains where interdisciplinary work is perceived as more achievable and meaningful, highlighting the need for clearer guidance and professional development in this area.
Interdisciplinarity has been discussed in the field of educational sciences for several decades, consistently recognized for its pedagogical relevance and potential. Nevertheless, its effective integration into teaching and learning practices remains limited, particularly in primary education. This issue is especially pertinent in the context of the 1st cycle of basic education in Portugal, where the monoteaching model theoretically offers more favorable conditions for interdisciplinary approaches. Despite this potential, significant challenges persist in the operationalization of interdisciplinary teaching. One major barrier is the conceptual ambiguity surrounding interdisciplinarity itself, with varying interpretations among educators, which hampers its consistent application. In order to explore the conceptions held by teachers regarding interdisciplinary tasks, a quantitative study was conducted involving 74 primary school teachers. The data reveal a wide range of understandings concerning the nature and scope of interdisciplinarity. Additionally, the findings suggest that teachers identify particular curricular domains where interdisciplinary work is perceived as more achievable and meaningful, highlighting the need for clearer guidance and professional development in this area.
Descrição
Palavras-chave
Interdisciplinarity Elementary school Teachers Interdisciplinaridade 1.º ciclo do ensino básico Professores
Contexto Educativo
Citação
Caseiro, A, Valente, B, Estrela, A & Mendes, L 2025, 'Tarefas interdisciplinares : conceções de professores de 1. º ciclo do ensino básico', Revista Lusofona de Educacao.
Editora
University of Lusophone Humanities and Technology