Práticas argumentativas em uma abordagem interdisciplinar no Ensino Médio Integrado

Abstract

In the context of Integrated High School, it is a great challenge to face the dualism of theory and practice regarding the interdisciplinary approach. In this scenario, in order to promote a globalizing, dialogical and cooperative pedagogical project, it is appropriate to articulate the principles of argumentative practices to interdisciplinary actions in search of a theorized teaching practice. Based on this theme, we chose the following research question: how teaching practices can be developed to expand students’ argumentative capacity. For this, the methodology used in the development of this dissertation is qualitative and the data collection procedure was conducting documentary and field research, through questionnaires applied to pedagogues and teachers of the Technical Course in Integrated Agroindustry of the Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco (IFPE) - Vitória de Santo Antão Campus. To analyze the data, we used categorical content analysis and frequency analysis. Based on the analysis of documentary content, we can summarize that interdisciplinarity must be conceived as a theoretical-methodological and didactic-pedagogical approach that requires a cooperative and contextualized holistic conception. The analysis of the contents raised in the field research corroborates the assumption that interdisciplinarity is included in institutional documents, but it is not effective in practice, which needs a reformulation at the curricular, didactic and pedagogical level. It is inferred, therefore, that the expansion of students’ argumentative capacity in an interdisciplinary approach needs to be enhanced, since interdisciplinarity is not yet fully implemented. Therefore, as an Educational Product, the “Notebook of pedagogical activities of argumentative practices in an interdisciplinary approach” was developed based on the results of the research and with the aim of contributing to the articulation of argumentative practices with interdisciplinarity. Finally, we conclude that the interdisciplinary approach in teaching practices contributes to the expansion of students’ argumentative capacity, as it allows dialogue with the principles of Integrated High School, that is, with research as an educational principle and contextualization, with a view to promoting an integral human formation