INTERDISCIPLINARITY: CHALLENGES AND POSSIBILITIES IN TEACHER EDUCATION

Abstract

Interdisciplinarity offers an important opportunity to overcome the fragmentation of knowledge and foster pedagogical practices that are integrated across different fields of study. In this context, this article aims to understand the challenges and possibilities regarding the continuing education of teachers in schools under the Dionísio Cerqueira Regional Education Coordination, focusing on the development of interdisciplinary practices and teachers' perceptions of the training provided. The study is based on a continuing education initiative organized by the Regional Education Coordination, structured by fields of knowledge, comprising 46 hours of training and involving 480 teachers from 19 schools. To evaluate the training, electronic forms were made available at the end of the sessions; participation was optional. A total of 102 responses were analyzed from teachers in the fields of Languages, Natural Sciences, Mathematics, Humanities, Professional and Technological Education, and the early years of elementary education, covering the training period from May to October. The results indicate a predominantly positive perception of the continuing education, particularly regarding the opportunity to exchange experiences, engage in practical activities, conduct collective planning, and expand the possibilities for integrating curricular components. Key challenges identified include a lack of time for joint planning, difficulties in reconciling course content with instructional hours, and the persistence of a school culture rooted in a traditional disciplinary structure. It is concluded that continuing education serves as a relevant strategy for strengthening interdisciplinary practices, although its consolidation also depends on institutional conditions that support dialogue, collaborative planning, and the continuity of such training initiatives.