A interdisciplinaridade nos trabalhos de educação química e ensino de ciências apresentados nos Anais do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) no período de 2007 a 2017

Abstract

This paper presents an analysis of the productions of the National Meeting of Research in Science Education (ENPEC), from 2007 to 2017, focused on interdisciplinarity in the areas of Chemistry Teaching and Science Teaching about propositions or descriptions of activities. carried out in order to characterize the constructions in the methodological and pedagogical scope. With the main objective of characterizing the methods approached according to the works of Olga Pombo (2003) and Yves Lenoir (1998), thus describing the typology of interdisciplinary proposals. As much as Brazilian official documents point to the need for a contextualized and interdisciplinary approach to address the deficiencies caused by the fragmentation of knowledge, in order to better educate students in the light of contemporary civilization, which needs more comprehensive solutions to respond to problems. modern, we observed that few articles have characteristics pointed as important by researchers dealing with interdisciplinarity. Many of the published articles aim to help in the choice of themes, methodologies and the importance of this approach, but the number of contributions from didactic sequences, projects, and activities is low, which shows that most of the works are related to the intellectual production of these procedures. It emphasizes action, as well as a large number of papers that discuss and help teachers to include interdisciplinarity in undergraduate courses. The results indicate that there is an evolution in relation to the works produced in the interdisciplinary area, and that the questions about the quality of these productions help in the future proposals.