The study of the interdisciplinary pedagogical practice in the integrated High School of the Federal Institute of Amapá – Campus Macapá

Abstract

Based on the new pedagogical dynamics that aims to reformulate teaching-learning relations, still very much marked by the traditional teaching’s rigidity, this study highlights the interdisciplinary pedagogical practice, investigating its existence within integrated High Schools (or EMI) in the Federal Institute of Education, Science and Technology of Amapá (IFAP)/ Campus Macapá. This research is qualitative and performs a document analysis of the pedagogical plans of the courses in the Campus Macapá, as well as investigates the submission of teaching projects with the interdisciplinary theme. A questionnaire was administered to teachers of EMI courses to analyze how interdisciplinary pedagogical practices were applied in classes and to verify the educators´ opinions on the potentialities and/or limitations of these practices at the Campus Macapá. The results revealed the existence of varied limitations (both structural and formative), which contributed to the seldom use of interdisciplinary practices at the EMI of IFAP/Campus Macapá.