Interdisciplinarity and its pitfalls: curriculum, teachers' conceptions and scientific literacy
The research focuses on the interactions between the teaching of Science and Geography in order to identify polysemy and proximity between the training objectives and possible convergences for interdisciplinary teaching proposals, which we understand here as a process to be better understood. We analyzed possibilities of interactions in the prescribed curriculum, in the literacy proposals of the respective areas and thus we will verify the conceptions, perspectives and experiences of the teachers that approach these interactions in the scale of the curriculum in action. Through a semi-structured interview, we sought to answer the following questions in this process: What are the professors' perspectives and conceptions about the interdisciplinarity between Science and Geography in the curriculum in action? What are the main mishaps identified by teachers in different contexts, for interdisciplinarity as a process? With qualitative content analysis, we seek to discuss the political-economic forces and perspectives of society that build the teaching curriculum from the contributions of teachers on the obstacles and possible ways of building interdisciplinarity that are manifested in pedagogical experiences. Finally, we produced two conceptual maps according to the theory of meaningful learning to systematize the interview notes and provide material for reflection on teacher training.