ENTRE SABERES E PRÁTICAS: RELATO DE UMA ATIVIDADE INTERDISCIPLINAR EM CURSOS DE PÓS-GRADUAÇÃO NA MODALIDADE A DISTÂNCIA

Abstract The training of professionals for Distance Education (EaD) requires pedagogical strategies that integrate theory and practice. However, fragmentation among disciplines remains common in specialization programs focused on teaching and educational management. This article reports on an interdisciplinary activity designed and implemented within the disciplines “Distance Education Course Management” and “Pedagogical Mediation and Formative Assessment in Distance Education,” part of the Specialization Program in Management and Teaching in Distance Education, offered by a public institution with support from UnAC and funding from FAPES. The objective of the study was to analyze the perceptions of students and tutors regarding the interdisciplinary proposal, particularly the collaborative development of a Strategic Communication and Pedagogical Mediation Plan. The research was applied in nature, qualitative in approach, descriptive in purpose, and structured as a case study. Data were collected through questionnaires applied to 125 students and 10 tutors and analyzed using content analysis. The findings indicate that the activity contributed to integrating content, supported participants’ critical development, and promoted a practical experience of interdisciplinarity, receiving positive evaluations from both groups. It is concluded that initiatives such as this one strengthen professional development in Distance Education and can be replicated in other training contexts. Keywords: Distance Education. Teacher Training. Interdisciplinarity. Pedagogical Planning.