Interdisciplinaridade e cursos de licenciatura da UFTM: preocupações epistemológicas e culturais

Abstract

evere changes mediated by advancements in globalization and in digital technologies development affect mankind in its economic, social, political, demographic, cultural, and religious dimensions. Education and school are supposed to think of new ways to teach, build knowledge and rebuild it, for rationalism and the logic of knowledge split into disciplines do not follow these changes pace; that is why one searches for an epistemology to integrate knowledge fields into a global knowledge, which is relatable to reality and its contexts. To integrate disciplines, to make them interact in a global knowledge and to promote integral education, interdisciplinarity emerged. This study addresses it in connection with the perspective the university is when this latter has to put interdisciplinarity into practice. It aimed to analyze how a public Brazilian university (Federal University of Triângulo Mineiro region) organizes interdisciplinarity in the pedagogic and institutional projects, as well as in the undergraduation courses projects, in search of conceptions, theoretical background, and methodologies underlying its pedagogical proposals. This inquiry unfolded as a bibliographic research that drew its data from documents in connection with content analysis (BARDIN, 2011). Theoretical and conceptual foundations came from authors such as Fazenda (2011), Morin (2002), Assmann (1998), Japiassu (1976) and others. Results reveal that undergraduation courses’ pedagogical projects are not unified. There are two proposals for interdisciplinary work. One proposal is for graduation in Letras (major in language, linguistics and literature); it regroups related content by forming nucleus where interdisciplinarity is aimed in thematic correlations. The other proposal is for the rest of the graduations courses. It is organized based on the so-called network curriculum, on the common cycle, and on the generalist education; all relates to interdisciplinarity. By taking each proposal separately, the analysis made possible to see that interdisciplinarity is seen as guideline and that its conception relates to the curricular integration. There is, however, no detail or definition of an integrating milestone and of techniques for integration. This study ratifies the lack of deep knowledge on interdisciplinarity, the need for investment in teacher training, and the lack of human, financial resources and physical space as barriers to the development of the interdisciplinary work.