INTERDISCIPLINARITY IN TEACHER EDUCATION: DIALOGUES BETWEEN PEDAGOGY, MATHEMATICS AND LITERATURE

Abstract

Interdisciplinarity has been identified as a fundamental strategy to overcome the fragmentation of knowledge in the educational field, especially in the training of teachers working in the areas of pedagogy, mathematics, and literature. This study aims to analyze the possibilities and challenges of integrating these three areas, based on theoretical perspectives and a practical experience developed in an undergraduate teacher education program. To this end, a mixed-methods research was conducted, combining a literature review, document analysis, and analysis of an interdisciplinary practical experience. The results indicate that interdisciplinarity enhances the development of competencies such as critical thinking, problem-solving ability, and understanding of the relationship between knowledge and social context. When comparing the contributions of different theorists, it was found that while Ivaní Catarina Arantes Fazenda emphasizes that “interdisciplinarity is a process of knowledge construction in relation to social problems”, Paulo Freire highlights that “education as the practice of freedom” requires the integration of knowledge to transform reality. In turn, Ole Skovsmose argues that a “critical mathematics education” should connect with other areas to promote critical reading of the world. For their part, studies on multiliteracies by Cazden et al. point to the need to integrate diverse languages, including mathematics, in literature education. The analyzed data show that interdisciplinary activities foster the articulation between theory and practice, although challenges such as curriculum organization and continuing teacher education still persist. It is concluded that interdisciplinarity between pedagogy, mathematics, and literature is feasible and necessary for training professionals capable of meeting the demands of contemporary education.