A interdisciplinaridade do novo Ensino Médio sob a ótica de estagiários de Licenciatura em Geografia

Abstract

In this thesis, the National Common Curricular Base (BNCC) is addressed from the perspective of Geography Education interns. The objective of this work is to report on the perception of Geography Education interns in the final stages of their graduation regarding the BNCC. The interns' perception is important as they are directly involved in the teaching and learning environment. The theoretical foundation relies on authors such as Fazenda, Severino, Trindade, among others, to develop a reflection on the interdisciplinarity present in the proposals of the BNCC for basic education. Qualitative research was conducted, drawing on anthropological studies to assist in the research process. The data collection instruments used were autoethnography, accompanied by document analysis of the National Common Curricular Base. The research subjects were six Geography Education interns in the final stages of their graduation. The autoethnography of the internship phase plays a fundamental role in this work, as these perceptions provide a basis for understanding what is happening in the teaching and learning environment. Through the analysis of the data obtained, it was found that there is still a lack of greater knowledge of the content of the BNCC, as well as a need for better investment in initial and continuing education. The importance of planning school practices based on interdisciplinarity is evident.