Interdisciplinarity in high school: epistemic domains to elaborate and evaluation collective work
DOI:
https://doi.org/10.4025/actascieduc.v38i2.23610Keywords:
Teaching of Science, thinking skills, school practicesAbstract
Scientific Education complies with factors related to the complexity of contemporary problems and thus (re)configures the didactic conditions for the teaching of Science. Interdisciplinarity emerges and bears a semantic controversy, particularly with regard to school interdisciplinarity. Current essay reports on the importance of school interdisciplinary and collective work among teachers through data retrieved by an interdisciplinary project in a government-run school. So that the project could be implemented, a table with the epistemic domains of knowledge (languages and their values and cognitive skills) was prepared as a way for teachers to assess their students after the proposed activities. Analysis of the interview with teachers and the filling of the tables revealed that the tool enabled the start of a collective work since the teachers from different disciplines had a common assessment goal, they dialogue with each other and outlined ideas and possibilities on interdisciplinary work.
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