Abstract:
The present divertation was originated by my academic trajectory in the educational field, intertwined with my professional trajectory in an institution of higher education. Interdisciplinarity, either a theme for studies or a longing in the professional practice, has somehow made itself present in this trajectory. This fact, associated with the professional challenge of acting in the construction of a pilot project in the university, which took interdisciplinarity as one of its principles, led me to the definition of the
theme of this research: interdisciplinarity in the teaching of undergraduate courses. Thus, the study was developed in this university, contemplating the construction process of the School of Education and Humanities and of the pedagogical projects of undergraduate courses connected to it, through the methods of action research. The general objective was: To evaluate the extent to which the collective construction process of the Pedagogical Political Project of the School of Education and Humanities managed to break with the disciplinary logic, to take on interdisciplinarity as a principle
for the pedagogical project of the undergraduate courses. The theoretical contribution taken as the basis for the analyses has the following authors: Japiassu; Fazenda; Franco; Thiollent; Santomé; Zabalza; Masetto; Hernández and Ventura, among others. Amidst the findings of this study, it is important to consider that the method of action research was extremely adequate to the construction process of the pilot project, since that, through the experiencing of its principles – collaboration, participation and selfformation, it favored the exercise of interdisciplinarity. The search for a rupture in the disciplinary logic in higher education was done through the combination of three elements in the curriculum organization of the courses: definition of themes, development of competencies, and the working through projects. In the same way, the collective construction of the School’s and courses’ pedagogical projects, which are understood as documents that guide the actions in the university, carried out a fundamental role, once it provided professors the knowledge of the School’s proposal and that of each of the courses as a whole, and not only of its isolated parts (subjects). This allowed professors to construct their teaching identity, not based in just one subject anymore, but around the formative project to which they belong to and are coresponsible for.
