نبذة مختصرة : Although education in rural areas is already robust, especially in relation to basic education, the graduation courses regarding to teacher formation to this specific area are still young in the brazilian educational scenario. This aspect is being the scene of epistemological, didactic and many other discussions that imply the teaching action. We teach natural sciences in a degree course in education in rural areas in the Northern University Center of Espírito Santo, Federal University of Espírito Santo and we discuss these and other issues, such as the teaching training by knowledge area, overlapping and incorporating the debates in our teaching practice. Therefore, we present in this article our co-teaching experience and we discuss its challenges and overcoming during teaching a discipline composed by contents of biology and chemistry. The discipline, called “Introduction to cell biology and life chemistry” was created by two teachers and had 60 hours of theory, taught during one semester. The discipline and its evaluation activities were elaborated to integrate biology and chemistry contents, to turn interdisciplinarity as possible to realize. We report here the whole process of co-teaching, which began with the collaborative conception and creation of the discipline, moving forward to its execution, the elaboration of evaluative activities and finalizing with the reflection and the writing of this paper. Our experience revels the importance of interdisciplinarity and co-teaching as a possibility of breaking the fragmented formation in higher education. ; ABSTRACT. Although education in rural areas is already robust, especially in relation to basic education, the graduation courses regarding to teacher formation to this specific area are still young in the brazilian educational scenario. This aspect is being the scene of epistemological, didactic and many other discussions that imply the teaching action. We teach natural sciences in a degree course in education in rural areas in the Northern University Center of Espírito Santo, Federal University of Espírito Santo and we discuss these and other issues, such as the teaching training by knowledge area, overlapping and incorporating the debates in our teaching practice. Therefore, we present in this article our co-teaching experience and we discuss its challenges and overcoming during teaching a discipline composed by contents of biology and chemistry. The discipline, called “Introduction to cell biology and life chemistry” was created by two teachers and had 60 hours of theory, taught during one semester. The discipline and its evaluation activities were elaborated to integrate biology and chemistry contents, to turn interdisciplinarity as possible to realize. We report here the whole process of co-teaching, which began with the collaborative conception and creation of the discipline, moving forward to its execution, the elaboration of evaluative activities and finalizing with the reflection and the writing of this paper. Our experience revels the importance of interdisciplinarity and co-teaching as a possibility of breaking the fragmented formation in higher education. ; RESUMEN. Aunque la Educación del Campo ya se presenta robusta, especialmente en la educación básica, los cursos de Licenciatura en Educación del Campo (Ledoc) todavía son jóvenes en el escenario educativo brasileño, siendo escenario de debates epistemológicos, didácticos y de otros tantos tipos que se presentan e implican en la acción docente. Como profesoras del Curso de Licenciatura en Educación del Campo, habilitación en Ciencias Naturales, existente en el Centro Universitario Norte de Espírito Santo, Universidad Federal de Espírito Santo, debatimos estas y otras cuestiones, como la formación por área de conocimiento, sobreponiendo e incorporando los debates en nuestra acción docente. En este sentido, presentamos en este artículo un relato de la experiencia de la codocência de una disciplina que discutió los contenidos de química y biología, discutiendo sus desafíos y la superación ante la necesidad de una formación por área del conocimiento en ciencias de la naturaleza en una Ledoc. La disciplina "Introducción a la biología celular y la química de la vida", tuvo una carga de trabajo teórica de 60 horas, y se enseñó durante un período académico, con actividades de evaluación, con objetivos conceptuales y analíticos, basados en la relación interdisciplinaria entre los contenidos de biología y química cubiertos. Ella fue concebida y estructurada conjuntamente por dos maestros, con el objetivo de abordar el contenido introductorio, organizado para promover la interdisciplinariedad. Acá relatamos todo el proceso de codocencia, que empezó con la concepción y creación conjunta de la disciplina, pasó por su ejecución, elaboración de actividades de evaluación y culminó con la reflexión y la escrita de este trabajo. Señalamos para la importancia de la interdisciplinaridad y la codocencia como una posibilidad de rompimiento de la formación fragmentada en la enseñanza superior. ; ABSTRACT. Although education in rural areas is already robust, especially in relation to basic education, the graduation courses regarding to teacher formation to this specific area are still young in the brazilian educational scenario. This aspect is being the scene of epistemological, didactic and many other discussions that imply the teaching action. We teach natural sciences in a degree course in education in rural areas in the Northern University Center of Espírito Santo, Federal University of Espírito Santo and we discuss these and other issues, such as the teaching training by knowledge area, overlapping and incorporating the debates in our teaching practice. Therefore, we present in this article our co-teaching experience and we discuss its challenges and overcoming during teaching a discipline composed by contents of biology and chemistry. The discipline, called “Introduction to cell biology and life chemistry” was created by two teachers and had 60 hours of theory, taught during one semester. The discipline and its evaluation activities were elaborated to integrate biology and chemistry contents, to turn interdisciplinarity as possible to realize. We report here the whole process of co-teaching, which began with the collaborative conception and creation of the discipline, moving forward to its execution, the elaboration of evaluative activities and finalizing with the reflection and the writing of this paper. Our experience revels the importance of interdisciplinarity and co-teaching as a possibility of breaking the fragmented formation in higher education. ; Ainda que a Educação do Campo já se apresente robusta, sobretudo na educação básica, os cursos de Licenciatura em Educação do Campo (Ledoc) ainda são jovens no cenário educacional brasileiro, sendo palco de discussões epistemológicas, didáticas e outras tantas que se apresentam e que implicam na ação docente. Como professoras do curso de Licenciatura em Educação do Campo, habilitação em Ciências Naturais, existente no Centro Universitário Norte do Espírito Santo, Universidade Federal do Espírito Santo, debatemos essas e outras questões, como a formação por área de conhecimento, sobrepondo e incorporando os debates em nossa ação docente. Neste sentido, apresentamos no presente artigo um relato de experiência de codocência de uma disciplina que dialogou conteúdos de química e biologia, discutindo seus desafios e superações frente à necessidade de uma formação por área de conhecimento em ciências da natureza numa Ledoc. A disciplina em questão, chamada de “Introdução à biologia celular e química da vida”, teve carga horária de 60 horas teóricas, e foi lecionada durante um período letivo a partir de aulas dialógicas, contando com atividades avaliativas, com objetivos conceituais e analíticos, pautadas na relação interdisciplinar entre os conteúdos de biologia e química abordados. Esta disciplina foi concebida e estruturada conjuntamente por duas professoras, objetivando a abordagem de conteúdos introdutórios organizados de forma a promover a interdisciplinaridade. Relatamos aqui todo o processo de codocência, que se iniciou com a concepção e criação conjunta da disciplina, passou pela sua execução, elaboração de atividades avaliativas e culminou com reflexão e escrita deste trabalho. Nossa experiência aponta a importância da interdisciplinaridade e a codocência como uma possibilidade de rompimento da formação fragmentada no ensino superior.Palavras-chave: Educação do Campo, Codocência, Formação por área de Conhecimento.Co-teaching praxis as an interdisciplinary experience in Natural Sciences teachingABSTRACT. Although education in rural areas is already robust, especially in relation to basic education, the graduation courses regarding to teacher formation to this specific area are still young in the brazilian educational scenario. This aspect is being the scene of epistemological, didactic and many other discussions that imply the teaching action. We teach natural sciences in a degree course in education in rural areas in the Northern University Center of Espírito Santo, Federal University of Espírito Santo and we discuss these and other issues, such as the teaching training by knowledge area, overlapping and incorporating the debates in our teaching practice. Therefore, we present in this article our co-teaching experience and we discuss its challenges and overcoming during teaching a discipline composed by contents of biology and chemistry. The discipline, called “Introduction to cell biology and life chemistry” was created by two teachers and had 60 hours of theory, taught during one semester. The discipline and its evaluation activities were elaborated to integrate biology and chemistry contents, to turn interdisciplinarity as possible to realize. We report here the whole process of co-teaching, which began with the collaborative conception and creation of the discipline, moving forward to its execution, the elaboration of evaluative activities and finalizing with the reflection and the writing of this paper. Our experience revels the importance of interdisciplinarity and co-teaching as a possibility of breaking the fragmented formation in higher education.Keywords: Education in Rural Areas, Co-teaching, Training by Kknowledge Area.La praxis codocente como experiencia interdisciplinaria en la enseñanza de Ciencias de la NaturalezaRESUMEN. Aunque la Educación del Campo ya se presenta robusta, especialmente en la educación básica, los cursos de Licenciatura en Educación del Campo (Ledoc) todavía son jóvenes en el escenario educativo brasileño, siendo escenario de debates epistemológicos, didácticos y de otros tantos tipos que se presentan e implican en la acción docente. Como profesoras del Curso de Licenciatura en Educación del Campo, habilitación en Ciencias Naturales, existente en el Centro Universitario Norte de Espírito Santo, Universidad Federal de Espírito Santo, debatimos estas y otras cuestiones, como la formación por área de conocimiento, sobreponiendo e incorporando los debates en nuestra acción docente. En este sentido, presentamos en este artículo un relato de la experiencia de la codocência de una disciplina que discutió los contenidos de química y biología, discutiendo sus desafíos y la superación ante la necesidad de una formación por área del conocimiento en ciencias de la naturaleza en una Ledoc. La disciplina "Introducción a la biología celular y la química de la vida", tuvo una carga de trabajo teórica de 60 horas, y se enseñó durante un período académico, con actividades de evaluación, con objetivos conceptuales y analíticos, basados en la relación interdisciplinaria entre los contenidos de biología y química cubiertos. Ella fue concebida y estructurada conjuntamente por dos maestros, con el objetivo de abordar el contenido introductorio, organizado para promover la interdisciplinariedad. Acá relatamos todo el proceso de codocencia, que empezó con la concepción y creación conjunta de la disciplina, pasó por su ejecución, elaboración de actividades de evaluación y culminó con la reflexión y la escrita de este trabajo. Señalamos para la importancia de la interdisciplinaridad y la codocencia como una posibilidad de rompimiento de la formación fragmentada en la enseñanza superior. Palabras clave: Educación del Campo, codocencia, formación por área de conocimiento.
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