Dialogicidade e interdisciplinaridade na prática: explorando estratégias para fomentar o planejamento coletivo entre docentes de ciências da natureza
Resumo
The year 2022 outlined the implementation of the new curriculum regulating Brazilian High
Schools in both public and private institutions. The foundational knowledge and skills to be
developed at this educational level are described within the Common National Base Curriculum
framework. This regulatory document underwent restructuring aiming to align with the
intentions of that new educational proposal. In this new framework, subjects were reorganized
into knowledge areas. For instance, Biology, Physics, and Chemistry were merged within the
"Natural Sciences and its Technologies" area, which joined the subjects aiming to foster
knowledge, competencies, and skills in an integrated manner. In this context, our main goal was
to identify strategies to promote a dialogic planning perspective, enabling better ongoing
teacher development by setting up meetings that were expanded into collective planning of a
focal area. We hypothesize that these strategies should facilitate the implementation of classes
based on knowledge areas rather than individual subjects (a perspective that most teachers
graduated on), aligning with the new educational framework. We explored that strategy in a
Brazilian private high school setting under the Serviço Nacional de Aprendizagem Comercial
(SENAC) pedagogical proposal. We settled the Interdisciplinarity theoretical categories in the
field of Natural Sciences and their Technologies on the above-mentioned institution. Through
a qualitative approach, we had a sample size of thirteen teachers from Technical High School
at SENAC, located in an interior city in São Paulo State. A suitable methodological path to
explore our hypothesis was the interactive methodology. Therefore, we applied a questionnaire
to eleven SENAC teachers, excluding Natural Sciences and Technologies teachers.
Subsequently, the two teachers of Natural Sciences and its Technologies participated in
interviews, initially individually, and later, collectively, based on the Hermeneutic-Dialectical
Circle technique. Our results suggest that the training meetings and the strategies raised by this
research do promote more dialogic collective planning events serving as ongoing teachers'
learning moments. Based on these dialogues, we created and used a conceptual and visual tool,
entitled “Interdisciplinary Nexus”, which facilitates dialogue between teachers from different
subjects, fostering interdisciplinary. With the Interdisciplinary Nexus, four other strategies were
developed and put into practice to enhance the implementation of the interdisciplinary
pedagogical proposals aimed at the new high school curriculum. While our research focused on
a single institution and a specific group of teachers, we believe that the tools and strategies
developed herein are valid for other Brazilian schools, serving as support for teachers seeking
to address the new educational demands within their daily classroom routines.
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