Conhecimento profissional interdisciplinar

Abstract

The study investigates the interdisciplinary approach between Mathematics, Physics, and Chemistry, exploring the divergences and convergences in the theoretical models IPCK and APCK, as well as the professional knowledge of the teacher necessary for implementation of interdisciplinarity. The methodology adopted is qualitative with interpretative orientation, using a case study and analysis of theoretical models. The main results highlight the complexity of the professional knowledge required to implement the interdisciplinary approach, the challenges faced by teachers regarding content knowledge and interdisciplinary integration, as well as the differences between the IPCK and APCK models in promoting interdisciplinary education.