Abstract:

This study aims to understand and analyze the processes of objectification and subjectification of interpersonal relationships, mediated by the shared experiences among students participating in the course Natural Sciences and Knowledge of the Cosmos, part of an experimental Interdisciplinary Teacher Education Program in Natural Sciences at a public university in the state of São Paulo, Brazil. The research is situated within the field of teacher education and seeks to problematize pedagogical coexistence as a constitutive dimension of the formative process—understood not merely as the coexistence between subjects, but as a space for the creation of meaning, dialogue, and humanization.

The course - collectively organized by professors, postdoctoral researchers, and graduate students - aimed to address scientific knowledge about the universe, from the Big Bang to the present, through a transdisciplinary and pluriepistemic perspective. With 21 students from different teacher education programs in the field of natural sciences, the course was structured as a space for didactic experimentation and horizontal coexistence between teachers and students.

Empirical data were gathered through the recording and transcription of discussion circles, complemented by questionnaires and records of didactic activities, analyzed using content analysis. The results indicate that pedagogical coexistence emerged as a process of collective construction of knowledge, in which disciplinary and hierarchical boundaries were blurred, fostering the creation of bonds and affective engagement with knowledge.

Students’ statements reveal the recognition of horizontal relationships, the appreciation of interdisciplinarity, and the absence of task-oriented practices, which allowed for a more meaningful and reflective formative experience. The course was perceived as a philosophical and life-oriented space, where participants were able to connect scientific knowledge with existential, ethical, and cultural dimensions.

It is concluded that pedagogical coexistence, by articulating cognitive, affective, and volitional dimensions, contributed to the establishment of a dialogical and emancipatory learning environment, capable of promoting reciprocal transformations between subjects and knowledge, reaffirming the formative potential of shared experiences in interdisciplinary science education.

Keywords:

Pedagogical coexistence, Teacher education, Science education, Interdisciplinarity.