UNDERSTANDING AS A TEACHING ATTITUDE IN THE PROCESS OF INTERDISCIPLINARY EDUCATION

Abstract

This article aims to propose a discussion about the meanings of the word understanding, used by Morin (2015), in his book, Ensinar a Viver: Manifesto para mudar a educação, when reflecting on relationships in education, in a welcoming and interdisciplinary perspective remedying sensitive problems that affect dialogue between classes of teachers and students. Morin (2015), points to the difficulties encountered in Brazilian schools in the 21st century, resulting from misunderstanding and a lack of complex thinking that contributes to school failure. We chose as a methodology the descriptive analysis of data collected in an interview and online questionnaire, applied to two teachers, from the second Series of High School, from a school in the State Public Network of Teresina/PI.  The analyzes revealed that the meanings of understanding are little differentiated by the teachers, although they recognize its importance as a dialogic piece for interdisciplinary and meaningful learning in the classroom.