Prática docente interdisciplinar e desenvolvimento integral da criança.

Abstract

The study presents reflections on the interdisciplinary work and integral development of the child through the teaching performance in Early Childhood Education and Elementary School I, in the Municipality of Cajazeiras-PB. This brings as a research bias, "Interdisciplinarity and Teaching Practice" and its general objective is to analyze interdisciplinary practices in teaching practice and reflect on the contributions of these practices to the integral formation of students in Early Childhood and Elementary Education. analysis in the study sought theoretical support from the authors: Fonseca, Matos, Oliveira and Barros, (2015); Rojas, Pereira, Silva and Hammes, (2013); Farm (2011); Barreiro (2009) and Morin (2000). The methodological course was based on research-training, which is configured in three moments: first, exploratory knowledge through bibliographic data collection. Second, a training meeting through a conversation circle with teachers who work in the segment under study, culminating with the presentation and delivery of self-training pedagogical material with the theme: interdisciplinarity, integral development and teaching practices. In a third and final moment, evaluative perceptions about the shared pedagogical material are presented, which is well evaluated among the teachers who reported feeling a lack of continuing education and specific material to guide educational practices in Early Childhood and Elementary Education I, this being stage of Basic Education, a fertile soil phase to develop the plural and multidimensional vision of the child. At the end of this study, it was concluded that interdisciplinarity must be recognized as a guiding educational principle to be implemented in pedagogical routines, enhancing the child's development in all its dimensions.