Dilemas e contribuições do ensino por projetos interdisciplinares para a prática docente

Abstract

The proposal for interdisciplinary work, present in the documents that guide basic education in Brazil, emerges as an alternative to the disciplinary fragmentation of knowledge. However, its implementation requires consistent theoretical and methodological foundations. This work is based on the interdisciplinary perspective of Ivani Fazenda and on contributions regarding the complexity of the classroom context studied by Miguel Ángel Zabalza. The objective of the research was to analyze the dilemmas and contributions of teaching through the Interdisciplinary Islands of Rationality methodology with an 8th-grade elementary school class. This methodology, proposed by Gérard Fourez and collaborators, facilitates the investigation of real problems through stages that favor the formulation of hypotheses, interdisciplinarity, the collective construction of knowledge, and the approximation of school to social life. The study, which took a qualitative, descriptive, and exploratory approach, used the field diary of the teacher-researcher as a data collection tool, analyzed in light of thematic analysis. The results revealed dilemmas related to conducting a project efficiently according to the context, time management, tensions between teacher autonomy and institutional requirements, and difficulties in collaborating with other professionals. On the other hand, contributions emerged such as student participation and autonomy, formative assessment based on methodology, the reframing of the curriculum, the rapprochement between school and society, and the enthusiastic involvement of students. The research points to the importance of flexibility in planning, curricular adaptation, and dialogue as elements of interdisciplinary teaching.