A LOOK AT INTERDISCIPLINARITY IN DEGREE COURSES IN BIOLOGICAL SCIENCES AND CHEMISTRY AT THE FEDERAL UNIVERSITY OF GOIÁS

Abstract

The interdisciplinary movement has its beginnings in Europe, in the 1960s. The 1990s are marked by the massive introduction of the term in the Brazilian educational scene. In the documents guiding the training of Natural Sciences teachers, the repeated use of the word interdisciplinarity without an adequate conceptual treatment leads to the understanding that this is a mere fad. In view of the above, the present work aims to understand the meanings attributed to interdisciplinarity and whether ways are presented for its implementation in the texts of the Pedagogical Projects for Degree Courses in Biological Sciences and Chemistry offered by the Federal University of Goiás. A documentary research based on the analytical principles of Content Analysis. The conceptual and analytical categories used in this work were: 1. Hegemonic Conception; 2. Instrumental Critical Conception; 3. Critical Conception. Despite the multifaceted way in which the interdisciplinarity object is understood in the documents, the conception that stands out from the analysis is instrumental criticism. Therefore, interdisciplinarity is generally presented as a necessity imposed by official guiding documents, with the aim of promoting the contextualization of content based on complex social issues. However, despite the repeated use of this word in the documents analyzed, the theoretical treatment given to the term is deficient and, in addition, no ways of implementing interdisciplinarity in the training of Science/Biology and Chemistry teachers are presented.