The interdisciplinary principle in the teachers’ formation: limitations and possibilities – the issue of CSFP

Abstract

This article brings reflections on the possibilities and the difficulties in carrying out an interdisciplinary practice as a principle for teachers’ formation in the social political and educational context of the 90’s. It also aims at analysing whether four former students in the Higher Education Course for the Formation of Teachers incorporated the interdisciplinary principles into their daily practice. Data were collected in the focal groups, interviews and observations of classroom activities. Based on reflections on teachers’ formation, the analysis suggests that, in spite of the significant progress of the students’ practices, the interdisciplinary principle was only partially incorporated.