The aim of this paper is to understand, discuss and analyze the conceptions of interdisciplinarity of coordinators and teachers who create modules for the first to the seventh semesters of a medical course of a public institution in the northern state of Minas Gerais. Based on a theoretical framework, proceeded an investigation that involved 47 teachers, with data produced through questionnaires and semi-structured interviews. The results were analyzed using content analysis. In relation to the conceptions of teachers who construct the modules, it was apprehended that interdisciplinarity is characterized by the intensity of exchanges and the integration of disciplines in everyday teaching practice. For the faculty coordinators interdisciplinarity has a relationship with teamwork and the use of active methodologies. The difficulties of interdisciplinary practice in the context of collegiate action, participatory and articulate were highlighted. Analytical work identified that teachers understand the interdisciplinary movement as strengthening the relationship between university/reality, that through enhancing dialogue and interaction between different sectors, it encourages the pursuit of lifelong learning and the overcoming of fragmentation.
Medical Education; Interdisciplinarity; Problem-Based Learning
