INTERDISCIPLINARY WORK AND ITS CORRELATION IN THE SCHOOL PERFORMANCE OF STUDENTS WITH LEARNING DIFFICULTIES

Abstract

This research aims to present the relevance of interdisciplinary work and its correlation with the academic performance of students with learning difficulties. School is a space for formal learning, whose responsibility is to promote learning for each student that will be important to them throughout their academic life and in other aspects of their lives. In these teaching processes, it is observed that interdisciplinarity has been gaining more and more space in schools due to the possibilities of deconceptualizing within pedagogical practice the premise that teaching needs to be only unilateral. And considering the particularities of schooling students with learning difficulties, it is necessary to use interdisciplinarity as an adaptive, integrative and inclusive tool. With the proposal of collective and democratic construction of knowledge, the relevance of interdisciplinarity in the optimization of students with learning difficulties is also presented. Methodologically, this is a study constructed from an integrative review, of a theoretical and descriptive nature. Therefore, it was presented as final considerations that interdisciplinarity benefits the appropriation of knowledge by students in general, and for those who have learning difficulties, the association between different teaching methods and  disciplines allows for better understanding, balance and effectiveness in the implementation of the entire structure that makes up the mechanisms of human learning.