INTERDISCIPLINARITY IN QUESTION: A STUDY ON INTEGRATED TEACHER UNDERGRADUATE COURSE IN MATHEMATICS AND PHYSICS OF UNIVERSIDADE FEDERAL DO OESTE DO PARÁ
Interdisciplinary; Rational Traditions; Teacher Formation; Interdisciplinary Teacher Undergraduate Courses
Specialized literature points out that, in Brazil, studies on initial teacher education have been carried out in large numbers in recent decades, however, research on teaching practices and teacher representations have been prioritized themes instead of investigations on courses, formative structures and processes. That said, the investment in this research is justified, which assumes as field of knowledge the initial teacher formation in Interdisciplinary Teacher Undergraduate Courses (ITUC’s) and which has as its empirical object the Integrated Teacher’s Degree in Mathematics and Physics (ITDMP) at the Universidade Federal do Oeste do Pará. Characterized as a qualitative instrumental case study, this investigation aims to understand, from semi-structured interviews with professors who have passed or are part of the Structuring Nucleus of Professors (SNP), and the analysis of the Pedagogical Project of the Course (PPC), into what extent the views held by professors and conveyed by the PPC are consistent with the knowledge produced in the literature on interdisciplinarity and rational traditions concerning teacher education. It is inferred, preliminarily, that the ITDMP was conceived as an interdisciplinary degree that has an integrated curriculum to meet regional demands related to a neoliberal model of education, in line with the budgets recommended by the Support Program for Plans for Restructuring and Expansion of Universities Federal (REUNI).