The interdisciplinary organization in the formation’s teacher curricular reform

Abstract

The text focuses the interdisciplinity concept of the National Curricular Lines for the teachers’ formation of the Basic Education. The objective is to verify which logic bases the curricular indications that take the interdisciplinary as one of the axles of the formation’s teacher curricular reform. The analyses carried through in documents with official signature designate hybridizadad recontextualization of the concept in the professed indications. However, the marked methodologic character attributed to the term points instrumental adoption of the activity to interdisciplinay, in the molds of studies North American (LENOIR; HASNI, 2004). The advocated approach reduces the interdisciplinity to its functional aspect, making to invigorate the pragmatic-utilitarity logic. The carried through study it allows to evidence, of a side, the necessity to extend the dialogue on the concepts of interdisciplinity spread out in the educational way in order and, of another one, the deepening necessity, from critical and reflexivities perspectives, in the analyses of the national curricular politics, in view of questioning speeches professed in the official field and intentions not disclosed in the maintenance of the the State central in the curricular questions.