摘要：This paper emerges from our researches and educational professional practices in higher education on teacher’s formation. The concern is with the interdisciplinary formation of future teachers and the goal is to provide theoretical discussions and practical experiences that support an understanding of the world and its history as close to reality as possible. In the first part, we discussed the concepts of disciplinary and interdisciplinary. We assumed that the reach of current stage of scientific and technological knowledge was due to the specialization of areas and sub-areas of knowledge in the disciplinary context, particularly in undergraduate and graduate. The side effect of this development is manifested in fragmented conceptions of the world and the individual, especially when disciplinary emphasis is given in stages of basic education, with damage to omnilateral formation, social relations and environmental sustainability. In the second part we discussed formation processes developed in Brazilian graduation courses: the necessary link “content, methodology and teaching practice” and the importance of interdisciplinary dialogue with a view to the formation of individuals able to integrate themselves critically in processes of material and cultural contemporary production. In spite of the official curriculum proposals advocate interdisciplinary formation, evaluative systems in large scale reduce the contents to be evaluated at the teaching of the mother tongue and mathematics, with interference in the school system and the teacher’s work. Finally, we question the professor’s formation in its historical and social context. We argue that the rescue of individual’s formation as a historic person aware of his transformative role involves interdisciplinary formation as condition to a suitable conception of the world and to a social integration of the individual that allows harmonious relationship with himself, others and the world.
