The theoretical and practical obstacles to interdisciplinarity and the possibilities for implementing authoral digital educational materials in schools

Authors

DOI:

https://doi.org/10.14571/brajets.v18.n2.390-408

Keywords:

Historical-ontological interdisciplinarity, Scientific-dialectical knowledge, Digital learning material, Teaching strategies

Abstract

The theoretical and practical obstacles to interdisciplinarity have raised teachers' concerns in view of the challenges to be faced during student education, especially as it is a liberating social practice that is incompatible with customary teaching procedures. Given this context, this research carried out an investigative analysis of Authorial Digital Educational Materials (MADEs) to find out how these educational tools, structured by undergraduate and graduate students in the subject of Techno-teaching at a public university in Fortaleza-CE, can mitigate the conceptual and operational problems of interdisciplinarity in the school context. The methodological design of this work was based on an in-depth thematic bibliography, with a qualitative approach, applicable nature and exploratory objectives to better understand the difficulties of educational interdisciplinarity. Data collection was based on systematic observation of MADE Cultura do Nordeste and the analytical procedures were carried out in two stages: one descriptive and the other interpretative, based on reference parameters about interdisciplinary teaching. Thus, it was found that this MADE was a potential strategic device for the realization of a new interdisciplinarity: historical-ontological interdisciplinarity. The propagation of knowledge from this perspective is a fruitful path for the teaching-learning process. This inference is due to the significant contribution of this digital game in terms of incorporating socio-cultural, socio-economic, socio-political and technological aspects into scientific-dialectical knowledge through historicity, playfulness, creativity, criticality and existential self-reflection on the structural problems faced by students and educators. The proposal for an interdisciplinary approach based on the vicissitudes of the educational subjects, with anti-alienating intentions of life and conjunctural emancipation added to the MADEs, is in its infancy and needs further academic study. Despite this, this work is a viable and feasible techno-methodological proposal that provides relevant interdisciplinary changes in today's schools.

Author Biographies

Sandra Ribeiro, UFC

UFC

Ana Paula, Federal University of Ceará / PhD student

She has a degree in Science with a Full Degree in Chemistry from the State University of Ceará - UECE (2004), a specialization in School Administration from the Vale do Acaraú State University - UVA (2012) and a Master's Degree in Professional and Technological Education from the Federal Institute of Education, Science and Technology of Ceará - ProfEPT-IFCE (2021). She has been a chemistry teacher at the Ceará Basic Education Department (SEDUC-CE) since 2010 and a science teacher at the Fortaleza City Hall (PMF - SME) since 2012. She is currently a doctoral student in the Graduate Program in Teaching of the Northeast Education Network (RENOEN) at the Federal University of Ceará (UFC).

Luciana de Lima, Federal University of Ceará / PhD Professor

Graduated in Mathematics from the Federal University of Ceará - UFC (1994), Specialist in Psychopedagogy by the Vale do Acaraú State University - UVA (2003), Specialist in Technology with an emphasis on Telematics from the Federal Technological Center of Ceará - CEFETCE (2006), Master in Education from the State University of Ceará - UECE (2008) and PhD in Education, line Education, Curriculum and Teaching, axis Science Teaching, by the Postgraduate Program of the Faculty of Education of the UFC. Graduate Program of the Faculty of Education of the UFC (2014). She is currently a DE Associate Professor at the Federal University of Ceará, based at the Virtual University Institute (IUVI). She teaches on the Professional Master's Degree in Science and Mathematics Teaching (ENCIMA) and the Professional Master's Degree in Educational Technology (PPMA). Professional Master's Degree in Educational Technology (PPGTE). She is the leader of the Tecnodocência Research Group registered in the CNPq Directory. He has experience in the area of Teacher Training, working mainly with the following themes: Tecnodocência, Tecnologias Digital Information and Communication Technologies (DICTs), Teacher Training, Graduate Training Learning, Concept Maps, Interdisciplinarity, Constructionism, Mathematics Education and Science Teaching.

Maria Goretti, Federal University of Ceará / PhD Professor

He holds a Bachelor's degree in Chemistry and a Bachelor's degree in Chemistry from the Federal University of Ceará (UFC), a Master's degree in Organic Chemistry and a PhD in Organic Chemistry from the Federal University of Ceará. She did post-doctoral work at IQSC-USP, in the Medicinal Chemistry Research Group (NEQUIMED), with a CNPq grant and at the Medicines Institute (IMed) of the Faculty of Pharmacy of the University of Lisbon with a CAPES grant. She is currently a Full Professor in the Department of Analytical Chemistry and Physical Chemistry at the Federal University of Ceará (UFC). She works in the area of Natural Products Chemistry, mainly on the following subjects: in silico tests of potential anti-tumor and parasitic agents, prospecting for bioactive substances from plants in the northeast, especially the Senna and Chamaecrista genera. She supervises students in the Postgraduate Programs in Chemistry, Master's in Science and Mathematics Teaching and Doctorate in Teaching Network (RENOEN) ? UFC Pole, notably in the study of teaching-learning strategies in an interdisciplinary approach for primary, secondary and higher education, as well as the application of active methodologies applied to the teaching of chemistry. He is currently responsible for coordinating the UFC Pole of the Doctorate in Teaching - RENOEN.

Carlos Alberto, Federal University of Ceará / PhD Professor

He has a degree in Physics - Department of Physics (1980), a master's degree in Physics from the UFC - Department of Physics (1984) and a doctorate in Physics from the Brazilian Center for Physics Research (1991). He is currently a Full Professor at the Federal University of Ceará. He works on the postgraduate course in Physics at the UFC. He has experience in Physics, with an emphasis on General Particle and Field Theory, working mainly on the following topics: topological field theories, brane worlds models, soliton collisions, alternative models of gravitation, supersymmetry in field theory. She works in the Doctoral Program in Science and Mathematics Teaching Network (RENOEN), in the Master's Degree in Science and Mathematics Teaching at UFC, in the lines of research Pedagogical methods in science teaching and Scientific dissemination and non-formal spaces for science teaching. She also works at the UFC Center for the National Professional Master's Degree in Physics Teaching.

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Published

27-06-2025

How to Cite

Ribeiro, S., Sousa, A. P. A. de ., Lima, L. de ., Silva, M. G. de V. ., & Almeida, C. A. S. de. (2025). The theoretical and practical obstacles to interdisciplinarity and the possibilities for implementing authoral digital educational materials in schools. Cadernos De Educação Tecnologia E Sociedade, 18(2), 390–408. https://doi.org/10.14571/brajets.v18.n2.390-408

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