PATHWAYS TOWARDS INTERDISCIPLINARITY IN PHYSICAL EDUCATION

PROPOSALS TO BREAK THE FRAGMENTATION OF KNOWLEDGE IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

In this article, we address the problem of the need for teachers to think reflexively about different teaching possibilities for Physical Education from an interdisciplinary perspective. Building a pedagogical notebook that would enable a reflective process on interdisciplinary teaching in schools involving Physical Education was one of the objectives of a research project linked to the Professional Master's Degree in Physical Education in the National Network. This objective was part of meeting the general objective of understanding how a reflective process can lead teachers to think about possibilities for interdisciplinary teaching at school involving Physical Education. Methodologically, we present the ways of building an educational product, understanding it as part of the solution to the problem and containing four layers: conceptual; didactic-pedagogical; communicational; and aesthetic/functional. So, we listed each layer in the construction of the pedagogical notebook, which was organized into two sections. The first section contains the theoretical and conceptual foundations of interdisciplinarity. The second section presents a relationship between interdisciplinary teaching based on generating themes and examples of interdisciplinary lessons developed in daily school life. The pedagogical notebook allows us to think of legacies for interdisciplinary pedagogical practice in Physical Education in dialog with other curricular components. This highlighted the construction of new paths to overcome the fragmentation of knowledge and the valorization of Physical Education at school. In the final considerations, we conclude that the materialization of the pedagogical notebook, based on the layers listed, contributed to achieving the objective and answering the research problem. We stress the need for more studies on the subject of interdisciplinarity and advocate for policies and investments to enhance the teaching profession so that teachers are able to organize interdisciplinary actions for the integral education of students.