Conceptual representations of mercosur teachers about transversality

Abstract

This study aims to investigate the conceptions of Brazilian, Argentine and Uruguayan teachers about the transversality in basic education. It is an exploratory qualitative research.

96 professors working in public schools located in the peripheral regions of cities that are part of the triple border Brazil, Argentina and Uruguay participated. Data were collected through questionnaires, treated and categorized through Content Analysis. The results give rise to four associated categories: i) contextualization; ii) meaningful learning; iii) training of subjects; and iv) interdisciplinarity. The themes most frequently are similar in the countries surveyed and are related to the Environment and Health. As for the subsidies provided by continuing education for work focused on transversality, Uruguay stands out in relation to Argentina and Brazil. It is concluded that the representations about transversality are about the transformation of concepts, the explanation of values and the inclusion of procedures linked to the student's daily life. Thus, it appears that the insertion of transversality in the educational practices and in the continuous training of the border area is incipient, aiming at expanding the meanings elaborated in the construction of knowledge, overcoming traditional teaching paradigms and bringing the educational segments of these countries closer.