This article aims to analyze interdisciplinarity as a way of understanding the limits and possibilities of educational praxis and its complexity within the Federal Institute of Education, Science and Technology of Rondônia from the meanings attributed by teachers in the relationship of interdisciplinarity and processes. teaching and learning. The interdisciplinary practice is defended as not prescriptive but built in the effective context of the educational institution. It used as methodology the principles of Comprehensive Interview and complexity theory articulating with Content Analysis. As methodological procedures, we used the semi-structured interview developed with thirty teachers from the nine campuses of the Federal Institute of Education, Science and Technology of Rondônia. The main results highlight the limits to practice interdisciplinarity, situated in the theoretical field with regard to the theoretical uncertainty about the term and the lack of access to theorists who discuss the issue and in the field of the organization of pedagogical work, which does not provide space. of collective work between teachers from different areas of knowledge based on complexity theory. Possibilities afforded by interdisciplinary practice lie in their importance to broaden the worldview of the teacher and the student; in its potential for continuing education by encouraging the search for new knowledge, new learning for students and teachers to work with difficulties in a more competent and critical way.
Este trabalho apresenta uma abordagem qualitativa, tem por objetivo analisar o projeto pedagógico do curso (PPC) do curso técnico em química integrado ao ensino médio do Instituto Federal de Educação, Ciência e Tecnologia de Rondônia (IFRO), apresentando o local da pesquisa o campus Calama. As análises permitiram inferir que a constituição dos Institutos Federais de Educação, Ciência e Tecnologia permeia a história da educação profissional no Brasil, transformando-se em cada momento histórico, segundo o cenário econômico, político, social e cultural vivenciado no país. A pesquisa neste sentido, busca aspectos relevantes para analisar a proposta do projeto pedagógico do curso em relação a formação dos alunos do curso técnico em química integrado, sobretudo no campo da formação geral. Entretanto, alguns desafios ainda precisam ser superados, entre eles a própria construção da identidade do curso técnico integrado, especialmente no que diz respeito ao excesso de disciplinas e limitações no campo da formação profissional.
Investigations into the fire resistance of high-strength concrete (HSC) is extremely important to optimize structural design in construction engineering. This work describes the influence of polypropylene fibers on the mechanical properties and durability of HSC at high temperatures (25, 100, 200, 400, 600 and 800 °C). HSC specimens with 2 kg/m3 composed of polypropylene fibers are tested in a temperature range of 25 to 800 °C, followed by microstructural analysis. In addition, a statistical analysis is designed to identify the effect of factors, namely temperature and polypropylene fibers, and their interactions on mechanical properties and water absorption, electrical resistivity, mass loss and ultrasonic velocity. Most of the properties are improved by the incorporation of fibers, obtaining highly predictable regression models. However, the polypropylene fibers reduce compressive strength but improve the residual mechanical properties up to 400 °C.
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