TEACHER TRAINING AND INTERDISCIPLINARITY: REFLECTIONS ON A HUMANIZING PATH FOR EDUCATION

Abstract

This article addresses the discrepancy between the dynamism of contemporary society and the traditional educational model, which is still fragmented, decontextualized and outdated. Although society and technology evolve rapidly, the school remains divided into subjects that often do not communicate with each other or with the lives of students. Education, to be meaningful and effective, must integrate the disciplines and connect knowledge to the students' reality. Paulo Freire and Rubem Alves point out that the traditional system limits the critical capacity and potential of students. Interdisciplinarity emerges as an alternative to overcome this fragmentation, in this sense we sought to bring to this discussion researchers who published in the Interdisciplinarity Journal, led by research professor Dr. Ivani Catarina Arantes Fazenda, between the years 2015 and 2018. This article highlights that education should be more integrated and contextualized, reflecting the complexities of the real world and promoting a more holistic and critical formation of the human being. The approaches discussed include the need to reformulate teacher training to incorporate interdisciplinary practices and the importance of dialogue between theory and practice. The lack of resources, infrastructure and resistance to the traditional model are challenges identified. The article concludes that in order to improve education, it is essential that teachers are in constant training, the need to promote continuous training for teachers and to rethink the curricular structure, seeking a more integrated and collaborative approach. Educators must take a proactive and political role in educational transformation.

DOI:https://doi.org/10.56238/sevened2024.029-041