Educação no espaço escolar e não escolar, agentes de construção do saber e a interdisciplinaridade: perspectivas de articulação na educação

Abstract

This research has as problem to discuss the possibilities of promoting the articulation between the different educational territories placing the formation of the agent of construction of knowledge as protagonist of this action in an interdisciplinary perspective. Therefore, its main objective is to investigate how an interdisciplinary formation of the agents of knowledge construction: teachers and social educators can favor the articulation between the educational contexts, in this case, school education and non-school education. By investigating the aspects that differentiate them from the contextualisation of their historical and social processes, and to ascertain how an interdisciplinary formation can favor the educational dialogue between these spaces. The relevance of this study is based on the increasingly urgent need to promote the formation of a person who can adapt to the changes promoted in contemporary times. From the methodological point of view, the research is defined as qualitative and had as an initial mark the bibliographic analysis and selection, mainly of studies done by authors such as Maria da Gloria Gohn, sociologist and PhD in Political Science at the University of São Paulo, as well as the work of Professor Jaume Trilla, "Formal and non-formal education" is cited, subsidizing the necessary foundations on the concepts and knowledge regarding the different spaces of Education. In addition to the works on the subject Interdisciplinarity of Ivani Fazenda. Regarding teacher training, the studies will be based on the production of Antônio Nóvoa, Donald Schon and Marcelo Garcia and Neide de Aquino Noffs. A documentary study (through legal references such as LDB, The Constitution, CBO, among others) was also carried out, aiming to identify and describe the different protagonists of the educational spaces, as well as to use a questionnaire through indirect contact as a procedure. The study revealed that the interdisciplinary formation empowers this agent of the construction of knowledge to apprehend it of multiple and varied knowledge that will make it reflect and act more consistently before, during and after its pedagogical and social action, besides promoting a broad vision of the understanding of Education that will make it consequently articulate and dialogue with the different territories