No abstract

No abstract

The article presented here brings considerations about interdisciplinarity situated in the context of teacher education. The relevance of interdisciplinarity stems from the possibility for teachers to review their pedagogical practice, based on a new look at their work and the objects that are proposed for their study, thus, it can be considered that interdisciplinarity is an essential tool for training teacher insofar as it allows a vision of totality in relation to objects. The guiding question of the study is the following: How can interdisciplinarity influence teaching practice?. In this study, the proposed objective was to reflect on interdisciplinarity in the context of teacher education. The methodology used was bibliographical research, with a qualitative approach, where dialogue was carried out with the following authors Japiassu (1976), Fazenda (2008, 2010), Guimarães (2008), Miranda (2008), Yared (2008), Azevedo (2008), Canário (2007), Day (2001), Gatti (2016), Nóvoa (1992) and Pryjma and Winkeler (2014) among others. This theoretical study was relevant because it considers transdisciplinarity an important component of teaching.

O texto em tela desenvolve-se em torno do eixo discursivo denominado políticas curriculares em Educação de Jovens e Adultos (EJA), colocando em realce complexidade e desafios inerentes a essas políticas, mediante seu propósito de promoção de sua formação crítica conforme requerida na atualidade deste século XXI. Adota a análise histórico-dialética como referencial de pesquisa. Explica que toda proposta de formação na EJA, que visa superação de tensões, contradições e limites, implica compreendê-la dentro de sua perspectiva histórica, política, epistemológica e pedagógica, assim como das múltiplas práticas que a condicionam e de seus impactos na vida dos educandos que cursam essa modalidade de ensino, reconhecidos como personagens ativos de histórias de direitos negados.

No abstract