REFLECTIONS ABOUT THE INTERDISCIPLINARITY IN THE POLYVALENCE

Abstract

This scientific essay reflect how interdisciplinarity occurs in polyvalent teaching. First, we present a brief definition of interdisciplinarity and its historical context; after we discuss the interdisciplinary process in polyvalent teaching emphasizing the continuing education and the cooperative work and finally, we expose how the national educational policy and the organizational culture on schools have limited the interdisciplinary synergy of these professionals who work in the first years of schooling. This qualitative study is from a bibliographical research that brings the contributions of authors such as Fazenda (1994-2011), Lenoir (2005) and Japiassu (1976-2006) whose studies is about interdisciplinarity. This research marks interdisciplinarity as a phenomenon that involves polyvalent teaching both in the individual and collective spheres where the dialogue is expressed from the search for different epistemological perspectives that should interact in the individuality of polyvalent teachers wen seach in continuing education to guarantee their self-knowledge. The interdisciplinary dialogue is also established from the exchanges between these professionals who in the face of the same function share unique life experiences. However, the political direction established in Resolution CNE/CP nº 1, 2020 restricts the teacher’s continuing education inside teaching fields preventing the implementation of a holistic pedagogy and on schools the dialogue between peers is suppressed by the frenetic teacher’s routine who have loneliness as a symptom of their profession.