Abstract: In this work, we propose an investigative study of the didactic strategies that undergraduate physics students at the University of São Paulo, campus of the capital, designed to implement an Interdisciplinary Island of Rationality (IIR) activity in high school. We will present the results for one of the three interventions studied. Data collection occurred simultaneously with the planning and execution of this island and took place throughout the mandatory curricular internship of these undergraduates in the discipline of the Methodology of Teaching Physics II. Furthermore, the pedagogical strategies used were analyzed from a sociological and cultural lens based on the theoretical perspectives of Sewell Jr. (2005), in addition to the methodological definitions of IIR developed by Fourez (1992; 1994; 2001). We could notice that the change of methodology to approach interdisciplinarity caused in the undergraduate's difficulties in the development of their teaching strategies, besides producing reflexes in the didactic culture observed during their internships.

Key words: physics education, interdisciplinary approach, teacher training, teaching methodology