Interdisciplinaridade na formação de professores: uma experiência com o tema cor

Abstract

This dissertation thesis deliberates about the academic process of the science teacher. It discusses the interdisciplinarity between science and art through de colors, caring for the specificity of the science discipline in the scholar curriculum. The research justification is the importance of reflecting teacher development. This is the focus question: Does the experience with interdisciplinarity can innovate the teacher's perception of interdisciplinarity? To discover the answer, we examined the teacher's color perception in the scholar situation, adopting a qualitative method that benefits the analysis. This work uses the phenomenological philosophy conception, a procedure that investigates the knowledge and its relationship with the world. The research subjects are science teachers in post-graduated studies, who participated in interdisciplinarity workshops about colors. It used recording, observation, and documents to analyze the evidence phenomenologically. It was possible to perceive that the subjects do not discern multidisciplinarity and interdisciplinarity, thinking it as many juxtaposed disciplines. Conclusively the workshops, the teachers showed up new perceptions about the intersections of knowledge inside the interdisciplinarity method, resulting in a similar conception between the subjects.