A interdisciplinaridade nas aulas de geografia durante o ensino remoto: uma experiência do PIBID

Abstract

The first reports of debates related to interdisciplinarity emerged in the 20th century, in Europe, as a result of movements that called for teaching that broke with the fragmentation of knowledge, promoting the contextualization of knowledge. For school Geography, the use of interdisciplinary methods makes it possible to bring the content taught closer to the daily lives of students. As a result of the Covid-19 pandemic in 2020, Emergency Remote Education (ERE) was implemented at IFAL, a PIBID Geography field school in the 2018-2020 cycle, making education move to the virtual system. In this panorama, this article aims to present the interdisciplinary project that was developed at IFAL and which involved the participation of teachers from the disciplines of history, philosophy, sociology and agrarian geography. The activity that was carried out had as its theme the socioeconomic and political aspects of Brazil and was carried out in three 3rd year classes of Integrated Technical High School. To find out what the students' impression of the project was, a questionnaire consisting of 4 questions was administered. As a result, it was possible to show that students were more interested and participative in classes, which reinforces the importance of interdisciplinarity as a motivating element for learning. The data indicate that interdisciplinary actions need to become common and routine, not just a project that, even if successful, is punctual; contributing to the dynamism of classes, the development of criticality, reflection and the expansion of knowledge.