Dialogicidade e interdisciplinaridade na prática: explorando estratégias para fomentar o planejamento coletivo entre docentes de ciências da natureza

Abstract

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.