A prática da transversalidade na formação de professores: reflexos no ensino básico

Abstract

The discussions on the teaching of Sciences in the last decade it has been evidencing a strong concern of the educators with the tendencies of the root of the knowledge and methodological in function of the paradigms that emerge. If on one side we see the traditional school forming more capable individuals to accept rules and values of what to question and to create new rules and new values; of other we have a society that impels the fast scientific and technological development, demanding transformations of abilities, ethical postures and work in team. In that sense, that research had as objective structures an alternative curricular for promotion of the practice of Transversality, permeated by the Environmental Education, in the courses of degrees, in way to contemplate in the Basic Teaching. The premise that the Teaching of Sciences, in the space of the Environmental Education, it can transform the educational practice, consequently, to promote the improvement of the teaching quality and of the life in the Amazonian, leading off a collaboration of the formation of a critical conscience, developing the individual's capacity in establishing a coherent connection among the daily facts and as that knowledge in the society. However, we have been living together in the University with a fragmented reality of the teaching activities, researches and extension. The perspective to overcome that fragmentation can be reached by a practice intertraverse electric outlet as a possibility of breaking the rigidity of the compartments where are isolated the educational practices and your production of knowledge. It is building, in the research in Environmental Education, readings interdisciplinary of the reality so that the dimensions of knowledge production and educational action can be so more complex as important in the interpretation of the atmosphere, for a critical education and freedom, it has to be a process collective, dynamic, complex, continuous, of understanding and social participation for the maintainable, articulating the theoretical and practical dimension, of a process necessarily interdisciplinary. Like this, the teachers' formation should contemplate a learning to understand and to interpret the reality, so that in the Basic Teaching they can weave that reality starting from the disciplines, rethinking the curriculum of the degree courses starting from two crucial aspects in the teacher's formation: the practice of a traverse teaching and the exercise for a reform of the sensitive thought the reality in that the student is inserted. The transversality propitiates the involvement of the significant themes starting from an action interdisciplinary and it has with objective to develop a to think critical before the society. Like this being, the interdisciplinary and the transversality feed mutually. The used methodology had for base, the research-action-participant, being this a research methodology that necessarily articulates the production of knowledge, educational action and participation in a perspective, making over of the reality. The intervention proposal was accomplished in the University of the State of Amazon, in the courses of degrees of the Superior Normal School, with creation of a space entitled "Traverse Themes in the Basic Teaching”. it was evidenced that the Environmental Education in the courses of degrees will be able to, starting from the convergence of the Supervised Apprenticeship of the degrees, to allow the practice of Transversality to face the contemporary environmental problem.