Livro didático como mediador da aprendizagem integrada: o olhar de licenciandos sobre a perspectiva interdisciplinar

Abstract

This article aimed to analyze undergraduate students’ understandings of interdisciplinarity based on Natural Sciences textbooks from the 2021 National Textbook and Teaching Material Program (PNLD 2021). To this end, the research, with a phenomenological and hermeneutic character, was developed within the context of the undergraduate course entitled “Interdisciplinarity in Natural Sciences Education”. As an analytical method, we used Discursive Textual Analysis to investigate what emerges from the information produced during the course meetings and through interviews. From the analysis, the category “Interdisciplinarity as an Element of Integrated Learning” emerged, in which we evidenced that the textbook is understood as a mediator of integrated learning processes, although its potential depends on teacher intentionality and formative and institutional conditions. Thus, promoting an interdisciplinary perspective requires teacher education that fosters dialogue among different areas of knowledge and the overcoming of fragmented teaching.