摘要：This paper investigates the teacher’s
perception and knowledge about interdisciplinarity on public secondary school
in Rio de Janeiro. Among the participants, 101 teachers completed the questionnaire
on the subject investigated. All data about the perceptions of teachers were
faced with lesson plans prepared by teachers who reported having strong
knowledge on interdisciplinary practice. Our results suggest that there is a
lack of support in schools, and competence of teachers to develop
interdisciplinary approaches in the classroom. In this context, we suggest the
use of methodologies such as Problem-Based Learning in teacher training courses
in Brazil, as well as encouraging a continuing education of professionals
through postgraduate programs.
关键词：Interdisciplinarity; Teacher Knowledge; Teacher Education; Brazil
