New questions in each answer: Teaching, Research and Interdisciplinarity in High School

Abstract

Historical knowledge goes beyond any merely informative conception, constituting itself as a necessary tool for understanding the social and cultural complexity of humanity. In this sense, educating by research can help in the formation of this subject who understands the complexity of the world, which has a critical conscience, which makes its own elaborations, which properly questions and makes questioning the key to the reconstruction of its knowledge. In addition, it is believed that an increasingly interdisciplinary classroom practice is necessary to promote the construction of a less fragmented and more meaningful knowledge for the individual and society, and, from this perspective, research as pedagogical principle can make important contributions. The present work is concerned with reflecting on research and interdisciplinarity as pedagogical principles for the teaching-learning of Human Sciences in High School. For that, it uses a bibliographical review about the theme, based on the studies of authors such as Pedro Demo, Edgar Morin and Ivani Catarina Arantes Fazenda. Besides, it reports the first experiences with the research project "New questions in each answer: teaching, research and interdisciplinarity in High School", which is developed, in part, from the accompaniment of a History class of the first year of High School of the Centro de Educação Básica Francisco de Assis (EFA), in which students conduct research oriented, parallel to the formal classroom studies, about the history of work. It was possible to conclude that the experience of educating by research can bring good results for the dynamics of the classes, for the construction of knowledge in Human Sciences, for the stimulation of the investigative curiosity and for the student’s own formulation.