The Interdisciplinarity as a constituent part of pedagogical discourse in the training of chemistry teachers in a preparatory course for the ENEM

Abstract

The article refers to the training of Chemistry teachers in Desafio Pré-vestibular UFPel extension project. From discourses present in official documents that guides teacher education in the country and enunciations in the subject lines of the research- Chemistry teachers of the project in the year of 2015 – we seek to examine how the movement for interdisciplinarity (VEIGA-NETO, 1996a) has effects on how these teachers understand their training and see each other in the exercise of teaching. The research, with qualitative character, is performed from the notion of speech based on Michel Foucault (2014; 2015), which comprises the speech as a constitutive part of the object which it speak (FOUCAULT, 2015). The empirical material was produced based on a questionnaire answered by the surveyed teachers. The results showed that the pedagogical discourse that values the interdisciplinarity in basic education is also present in the lines of the teachers in the extension project, being one of the effects of this speech the reference of this extension project as a space that offer opportunities of training that these teachers did not have in their undergraduate course, in respect of the development of interdisciplinary actions.