INTERDISCIPLINARITY: POSSIBILITIES OF RELATIONS OF KNOWLEDGE IN INITIAL TEACHER TRAINING IN PEDAGOGICAL PRACTICES INTEGRATED

C. da Silva Stamberg, A. Ribeiro Paz Stamberg

Instituto Federal Farroupilha, Campus São Borja (BRAZIL)
In the perspective of teachers’ education, and the creation and fostering of graduation courses (which are called Licentiateship courses in Brazil) by Federal Institutes, the present work presents activities, practices and/or methodologies developed in the subject called Basic Mathematics, included in the curriculum of the first semester of the Licentiateship in Mathematics from the Farroupilha Federal Institute – campus São Borja. This subject has a 60-hour curriculum plan, divided into 40 hours of theoretical classes and 20 hours of integrated pedagogical practices. Throughout the course, the students get in touch with integrated pedagogical practices and integrating projects. Among these activities, it is included the participation in educational researches, extension programs, development of workbooks, development of projects for Science events, and others. In this sense, the Basic Mathematics subject has developed differentiated workbooks and materials for each one of its contents, allowing future teachers to guide future actions which may contribute to their own education and, consequently, to the learning of their students. To summarize, these pedagogical practices aim at strengthening the articulation between theory and practice.