Diálogos entre saberes: estudo das práticas pedagógicas interdisciplinares e interculturais dos professores de uma escola pública de São Luís (MA)

Abstract

The present research aimed to understand the interdisciplinary and intercultural pedagogical practices adopted by teachers in a public school in São Luís (MA), focusing on how they address the diversity present in the school environment. Considering the need to revise traditional conceptions in contemporary society and emphasizing the importance of diverse knowledge and fluid identities, the study draws on authors such as Hilton Japiassu (1994; 2016), Ivani Fazenda (2011), and Vera Candau (2006; 2012; 2016). It highlights the relevance of interculturality and interdisciplinarity in education as ways to challenge the established hegemonic knowledge, particularly in the context of Maranhão, which is marked by cultural diversity and social inequalities. Additionally, the research seeks to contribute to the reflection on the construction of pedagogical practices aligned with the needs of the school community, valuing cultural diversity and promoting a truly democratic and plural education. To this end, this qualitative study employed a case study approach to describe practices, detect approaches, identify challenges and potentialities, and understand teachers' perceptions of interdisciplinarity and interculturality. Data collection methods included participant observation, a field journal, focus groups, and semi-structured questionnaires, involving teachers from the curriculum components of history, arts, geography, mathematics, and Spanish language. Due to time constraints and the availability of all teachers, not all participants engaged in every stage of the research. Data analysis was conducted through data triangulation, engaging with foundational authors and decolonial perspectives, under the framework of Edgar Morin's (2015) theory of complex thinking and using Discourse Analysis (DA) as proposed by Orlandi (2009). This approach allowed for the investigation of interrelations among subjects in the pedagogical environment and the implications of their practices. The research underscored the importance of interdisciplinarity and interculturality as essential pedagogical practices for a more inclusive and transformative education. Through the analysis of focus groups, questionnaires, and curricular documents, the study revealed how these approaches enrich the teaching process, connecting different areas of knowledge and promoting a broader and more meaningful understanding of reality. Despite educators recognizing their significance, challenges such as workload overload, lack of collaborative planning, absence of specific training, and the demands of the New High School model have been identified as significant barriers to implementation. The pedagogical proposal of the Renascença Education Center values cultural diversity and the integration of knowledge but faces limitations imposed by the institutional context.To overcome these obstacles, it is imperative to invest in continuous training, strengthen collaborative planning, and create spaces for critical reflection. When effectively applied, interdisciplinarity and interculturality contribute to the formation of critical, ethical, and socially conscious citizens.