CURRICULAR INTEGRATION AS A PATH TOWARDS INTEGRAL EDUCATION: INTERDISCIPLINARY PERSPECTIVES IN SECONDARY EDUCATION

Abstract

The main objective of this article is to investigate how curricular integration can promote comprehensive education in high school, focusing on the articulation of knowledge and the comprehensive development of students. The research is based on a qualitative theoretical-methodological approach, based on authors such as Delors, Morin, Saviani, Gadotti and Fazenda, who defend interdisciplinarity as an integrated and transformative practice in the educational context. Interdisciplinarity is presented as a rupture of traditional paradigms, promoting a globalized and articulated vision of knowledge, essential to meet the complexities of contemporary times. The results indicate that curricular integration, by articulating different areas of knowledge, favors the development of cognitive, socio-emotional and ethical skills, promoting the comprehensive development of the subject. Interdisciplinarity emerges as a pedagogical principle capable of facing the challenges of contemporary complexity, aligning itself with the demands of the National Common Curricular Base (BNCC), the National Curricular Parameters for Secondary Education (PCNEM) and the Law of Guidelines and Bases for National Education (LDB). This approach allows students to relate diverse knowledge, develop essential skills and respond to the challenges of the 21st century. In the context of current educational policies, the study highlights the relevance of a curriculum that overcomes disciplinary fragmentation and values ​​the integral formation of the individual. Comprehensive Education, supported by interdisciplinarity, is presented as an instrument to transform the school into a space for collective construction, capable of articulating scientific and popular knowledge and promoting the development of critical, ethical citizens committed to a more just and inclusive society.