Archive | 2021
NARRATIVAS DE APRENDIZAJE DEL PROFESOR CUANDO SE PARTICIPA EN PROYECTOS INTERDISCIPLINARIOS
Abstract
This paper stems from a research project conducted in three municipal schools in the city of Valinhos, state of São Paulo, Brazil. Pedagogical experiments were carried out based on the elaboration, development and evaluation of interdisciplinary projects conducted with students in the final years of elementary school (11 14 years of age), with the participation of science, geography, Portuguese, and mathematics teachers. This study analyzed teacher learning constituted in such contexts. The guiding question investigated was: what teacher learning do teachers narrate while developing collaborative interdisciplinary projects? To reveal teacher learning, the teachers’ voices were validated through written narratives. Narrative investigation is considered not only as a methodology, but also as a way of constructing reality, as the methodology is anchored in an ontology. Narratives favor evidence about perceived experience and is seen as an account, capturing the richness of meaning and details of human issues, based on evidence from life and the world. Narratives reconstruct experience, reflecting on what was lived and giving meaning to what happened. The analysis process is based on an interpretation process that considers the formal analysis of the text, a structural description of the content, and analytical abstraction. The results showed that the challenge of outlining and developing an interdisciplinary project required collaborative work among teachers, which made it possible to implement new teaching practices exercised with autonomy, ethics, and political awareness; showing a way out of their comfort zone. Thus, they became producers of knowledge and were both theoretically and methodologically empowered.