INTERDISCIPLINARITY IN HIGHER EDUCATION: AN ANALYSIS OF THE PEDAGOGICAL PROJECT OF THE PORTUGUESE LANGUAGE TEACHING DEGREE PROGRAM AT THE FEDERAL UNIVERSITY OF THE SOUTH AND SOUTHEAST OF PARÁ

Abstract

This article aims to investigate how interdisciplinarity is conceived and implemented in the Pedagogical Project of the Portuguese Language Teaching Degree Program (PPCL) at the Federal University of the South and Southeast of Pará (Unifesspa) and to identify which educational paradigm—traditional or emergent—the program signals as a guiding element in the training of future Portuguese teachers. To achieve this objective, a qualitative approach was employed, utilizing documentary and bibliographic research. The theoretical framework supporting our analysis is based on researchers dedicated to the intersection of interdisciplinarity and education, such as Fazenda (2006, 2008), Japiassu (1976), and Moraes (2011), among others. The results indicate that, while there is an intention to promote interdisciplinarity in the program, there is limited evidence, within the restricted scope of the data, regarding the strategies and the involvement of the institution, faculty, and students in making interdisciplinarity a concrete practice. It is hoped that this article contributes to broadening discussions about interdisciplinarity in academic practices and, consequently, in teacher education within undergraduate programs in the northern region of the country.

Keywords: Curricular Guidelines; Traditional Paradigm; Emergent Paradigm.