Compreensão de uma prática pedagógica trandisciplinar : reflexões com base em cenário formativo

Abstract

Given the justification of the need to overcome the reductionist thinking and to promote the didactic-pedagogical processes in teacher training guided by the principles of Transdisciplinarity, the research presented was guided by the problematizing question: Students of the post-graduation course at the lato-sensu level in Transdisciplinarity and Interdisciplinarity in Education, at Campus Inhumas of the State University of Goiás- UEG / GO, who carry out teaching activities, manage to transform their pedagogical practice from the contents studied on transdisciplinarity? It was defined as a general objective to analyze the contributions of the postgraduate course in lato-sensu level in Transdisciplinarity and Interdisciplinarity in Education, at Campus Inhumas of the State University of Goiás-UEG / GO, in concretizing principles, methodologies and strategies of transdisciplinary teaching In their students. It is a qualitative research that focuses on subjectivity and the environment. Multimethods with semi-structured interviews, qualitative-quantitative questionnaires, focus group and documentary research were used as references, which favored the emergence of data that are related to each other, characterizing a quadriangulation. The bibliographic database of this study was supported by the following authors: Edgar Morin (2003, 2008, 2015) Barsarab Niclolescu (1999, 2015), Maria Cândida Moraes (2004, 2008, 2015), Saturnino de La Torre (2004), Juan Miguel Batalloso (2013), Akiko Santos (2010), João Henrique Suanno (2011, 2013), Gaston Pineau (2003), Marilza Vanessa Rosa Suanno (2013, 2015), Humberto Maturama (2001), among others cited throughout this dissertation. The study found points that corroborate a confirmation of the guiding question of the research, and others that help us to raise points for future contributions having been this answer supported by previously chosen categories and also considering others that emerged throughout the analyzes. There was, therefore, an epistemological, methodological and ontological construction through the transdisciplinary proposal that the course makes possible to live in relation to the multireferentiality between the levels of reality, the projection of the third included and the complex thinking. From this experience the students notoriously bring us their perspectives and possible glances when considering their practices in teaching.