Classroom: A Space of Pedagogical Interaction

Abstract

Classroom is a socially instituted space of pedagogical intervention. This article aims to analyze how the interdisciplinary dialogue between teachers, in the classroom and outside of the classroom, in order to approach theory and practice in the teaching knowledge. It is part of a research project developed in 2017 in a Community Course, in the city of Passos-MG, Brazil. Based on a qualitative approach, there was an exploratory and descriptive design involving semi-structured interviews with eight teachers. Content analysis was used to treat the data. From the data found, it was evident that the general recognition of the teachers about the necessity and importance of the adequacy of teaching methods in relation to the interdisciplinarity in the teaching routine makes it a tool of approximation between the student and the learning. On the other hand, the interviewees identified some difficulties in programming interdisciplinary practices, such as understanding the importance of dialogue with content in everyday practice and the excessive daily demands of teaching work that prevent the involvement of all educators. However, they are unanimous in emphasizing the need to create joint pedagogical strategies, seeking a more meaningful knowledge for the student.