Reading, interpretation and evaluation, by teachers, of Mathematics and Chemistry incorporated into integrative curriculum materials
Keywords:
Teacher-Curriculum Relationship, Integrative Curriculum Materials, Teaching Professional KnowledgeAbstract
The paper is guided by the objective of discuss how Chemistry teachers read, interpret and evaluate integrative curricular materials of the Natural Sciences area. The theoretical framework refers to curriculum integration and professional teaching knowledge. It is a case study in which data were produced through interviews given by two teachers, carried out together. The analysis of its from two categories, of which the main results indicate that the teachers read the curriculum integration as interdisciplinarity and interpret it as flexibility. The lack of clarity and explanation of justifications for chemical and mathematical procedures in the guidance texts and in the presentation of the expected answers, in the information regarding the variation in the degree of complexity of the activities and in the organization of the contents, implies the commitment of the teachers' learning in relation to the procedures that justify the strategies in the resolution of activities, which can reverberate the teaching and learning processes in a proposal with integrative projects.
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