Interdisciplinaridade no curso de T?cnico em Agropecu?ria do Instituto Federal de Mato Grosso - Campus C?ceres

• Ano de defesa: 2013
• Autor(a) principal: Costa Filho, Luiz Souza
• Orientador(a): Sanchez, Sandra Barros
• Banca de defesa: Sanchez, Sandra Barros, Santos, Gabriel de Ara?jo, Rangel, Mary
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Interdisciplinaridade; Conhecimento; Ensino-Aprendizagem
• Palavras-chave em Inglês: Interdisciplinary; Knowledge; Teaching and Learning
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/2642

With this research, which was developed on campus C?ceres, Federal Institute of Education, Science and Technology of Mato Grosso, having as subject the 22 students of 2nd year A travel Technician Agricultural Integrated School, the academic year 2012 and teachers in the disciplines of geography and chemistry, we analyze the impact on the teaching and learning of these students when transmission of knowledge takes place in an interdisciplinary way. This is a qualitative and quantitative, whose instrument of data collection was a questionnaire with open and closed questions, which sought to collect students' opinions about their work, and their exploitation in the disciplines worked compared to the one presented in the disciplines worked individually. With the development of research, we found that student engagement was effective in both the texts and the development of models and presentations of the work. The presentation form was left to the students and had pleasant surprises when they were initiated. Throughout the process of knowledge construction and then, with the answers in the questionnaires, we see how the students were deprived of another form of presentation of course content and satisfactorily responded when asked. The results, on the one hand, confirmed the initial anxiety about the difficulty students have when subjects are presented in fragmented, but on the other hand, served as the impetus for interdisciplinary realize that actually affects, in a positive way, in teaching-learning process.