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Interdisciplinarity has emerged as a new epistemological perspective on knowledge that can contribute to success in the mission of providing an education capable of training teachers for contemporary times. As a polysemic term, interdisciplinarity encounters many obstacles in teaching practice, both in elementary school and universities, as it goes against the grain of the entrenched disciplinary structure. In this sense, it is necessary for there to be interdisciplinary proposals for teacher training, because by living them there is a greater chance of this proposal continuing at school. It is important to understand that university teacher training often does not cover the pedagogical foundations of teaching, leading to the continuation of traditional practices in higher education. This problem is exacerbated to the extent that these professionals do not practise reflective thinking and do not take part in continuing education contexts aimed at teaching. Thus, the aim of this study is to verify the possibility that the complementary texts of a general chemistry textbook for higher education are intercessors of interdisciplinarity in chemistry courses.
About the author
Degree and Master's in Chemistry from the Federal University of Juiz de Fora (UFJF). Area of concentration: Chemistry Education. She has researched links between interdisciplinarity, higher education and textbooks in order to find interdisciplinary paths for university teaching practice.
