Interdisciplinarity and teacher training: a possible entanglement

Abstract

The article presented here brings considerations about interdisciplinarity situated in the context of teacher education. The relevance of interdisciplinarity stems from the possibility for teachers to review their pedagogical practice, based on a new look at their work and the objects that are proposed for their study, thus, it can be considered that interdisciplinarity is an essential tool for training teacher insofar as it allows a vision of totality in relation to objects. The guiding question of the study is the following: How can interdisciplinarity influence teaching practice?. In this study, the proposed objective was to reflect on interdisciplinarity in the context of teacher education. The methodology used was bibliographical research, with a qualitative approach, where dialogue was carried out with the following authors Japiassu (1976), Fazenda (2008, 2010), Guimarães (2008), Miranda (2008), Yared (2008), Azevedo (2008), Canário (2007), Day (2001), Gatti (2016), Nóvoa (1992) and Pryjma and Winkeler (2014) among others. This theoretical study was relevant because it considers transdisciplinarity an important component of teaching.