Scientific literacy and cartographic literacy: conceptions, contexts and paths to Interdisciplinarity
The research focuses on the interactions between the teaching of Science and Geography in order to identify polysemy and proximity between the formative objectives in the proposal of Scientific Literacy and Cartographic Literacy and their relationship with interdisciplinary teaching practices, which we discuss here and we understand with a process to be better built. Starting from this theoretical entanglement, we will verify the conceptions, perspectives and experiences of teachers who approach these interactions in the scale of the curriculum in action. Through a semi-structured interview, in this process we sought to answer the following questions: What are the perspectives and conceptions of teachers about the interdisciplinarity between science and geography in the curriculum in action? How are the objectives of Scientific and Cartographic Literacy intertwined in the sense of contributing to interdisciplinarity as a process? The projection is of a qualitative analysis that starts from the theoretical scale to the way in which this relationship reflects on the teachers' practices. From the content analysis, we intend in this work to find meanings in the professors' propositions that demonstrate possible ways of building interdisciplinarity and multidisciplinarity, in addition to a series of obstacles that are manifested in pedagogical experiences