The perspective of brazilian interdisciplinary in the consolidation of the teacher-researcher in elementary school

Authors

  • Daniel de Carvalho Costa
  • Ana Maria dos Reis Taino

Keywords:

Interdisciplinary, Teacher-researcher, Science, School

Abstract

This study aims at describing the interdisciplinary as a new attitude related to knowledge, which emerges with the objective of helping to develop the original completion of knowledge and rescuing the elementary teacher’s participation in the building of this knowledge. In this way, school is defined as knowledge environment, science reflex and mediator between science and people. Thus, the school offers positive aspects related to the spread of theoretical advances and to the innovative discoveries that transforms and benefits the human life; but also shows negative aspects, like the fragmentation of knowledge, represented by the many disciplines which compose the school curriculum and are almost always cut off with each other; fragmentation extended when separates who produces knowledge and who only publishes it. Nowadays the elementary school is satisfied with the passive action of assimilating and publishing these knowledges, forgetting its contribution with the new. It concluded showing how the interdisciplinary attitude can change this setting, valuing the particular viewing of the teacher, elevating it to the scientific level, completing and extending the existing knowledges.

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Published

2012-09-23

How to Cite

Costa, D. de C., & Taino, A. M. dos R. (2012). The perspective of brazilian interdisciplinary in the consolidation of the teacher-researcher in elementary school. Human Sciences Journal - RCH, 4(1). Retrieved from https://www.rchunitau.com.br/index.php/rch/article/view/7

Issue

Vol. 4 No. 1 (2011): Uma nova linha editorial

Section

Original Article

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