Interdisciplinarite: Limites Et Possibilites Sur Les Lentilles De La Sociologie Compréhension.

Abstract

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.