Interdisciplinary pedagogical practices in higher education: experiences in the everyday of geographic

Abstract

The proposal of analysis presented in this work is oriented from the importance of interdisciplinary beyond theory, conceiving it in pedagogical practice, which refers us to verify it in the formative process of teachers of Geography. From this perspective, we present a methodology of work carried out through practical actions of interdisciplinary in Higher Education, specifically of the Degree in Geography of the State University of Mato Grosso do Sul. The objective of these interdisciplinary actions was to promote articulation and, at the same time, to contribute to the defragmentation of geographic knowledge, which historically dichotomizes Human Geography and Physical Geography, in a context of disarticulation of the knowledge advocated, especially in academic formation. Thus, the importance of interdisciplinary is not limited to the school environment, it is necessary for the teacher to understand it in its formative process so that interdisciplinary practice can be conceived as a possibility of breaking this fragmentation. In summary, the results obtained from these pedagogical experiences are presented in this work as a possibility to propose alternative ways, new languages that allow to integrate the knowledge addressed in the disciplinary contents, in which the elaboration, the planning and the applicability of interdisciplinary experiences can add in the of geographic practice.