Reflections on the interdisciplinarity practice through "Project Based Learning" methodology

a case study in Engineering teaching

Abstract

This paper aims to present the results of a master's research that sought to understand how higher education teachers; who work with the "Project Based Learning" methodology and are involved in interdisciplinary projects, create and experience interdisciplinarity. It was a qualitative research (case study), that focused on data collection methods and techniques that included the following instruments: document analysis, semi-structured interview and participant observation. Data analysis was performed using the principles of content analysis. The interdisciplinary concept brought in this research was anchored in a perspective based on the interdisciplinarity beyond the juxtaposition of disciplines; based on a relationship between knowledge and between subjects, in which dialogue, partnership and planning appear as fundamental axes in the construction of interdisciplinary pedagogical proposals. It was concluded that, despite of the difficulties faced by teachers in the development of an interdisciplinary proposal, they reveal that the proposal enables a meaningful learning, which contributes to the student's formation, revealing itself necessary for the integral formation of the individual, demonstrating the relevance of its use in Higher Education.