Práticas Interdisciplinares utilizadas por Docentes dos Cursos Técnicos em Agropecuária do Colégio Agrícola Vidal de Negreiros

Abstract

The curriculum structure in educational institutions still occurs in a fragmented and hierarchical manner, which indicates that the curricular components are worked on in isolation. Some of these components receive more time for development than others. In this context, interdisciplinarity arises as a strategy to unite different areas of knowledge, ensuring that students can achieve increasingly better learning by acquiring skills related to critical thinking, creativity, and problem-solving. A qualitative research approach was conducted through interviews with teachers of basic and technical subjects from technical courses in agriculture, in the integrated high school and subsequent modalities, at the Colégio Agrícola Vidal de Negreiros - CAVN, linked to the Federal University of Paraíba - UFPB, Campus III, Bananeiras - PB. Fourteen teachers and one pedagogical coordinator participated in the research. The results showed that although teachers understand the concept of interdisciplinarity and recognize its benefits for the teaching and learning process, they still face challenges. The challenges presented by the teachers are related to lack of time, difficulties in integrating different areas of knowledge, and lack of specific training. As a consequence, these professionals face difficulties in implementing interdisciplinary activities. According to the pedagogical coordinator, CAVN promotes training activities on interdisciplinary practices for teachers, but according to reports from some teachers, this information does not reach them. However, a strong interest was observed among teachers in developing interdisciplinary projects, recognizing their potential to make teaching increasingly better.