INTERDISCIPLINARITY IN THE SCHOOL CONTEXT

Abstract

This article proposes a reflection on the concept of interdisciplinarity and its implementation as a practice in the school context. It discusses when this approach began to be considered in education and highlights the contributions of various authors who advocate it as a way to overcome the isolation between disciplines and to build a collective and integrated body of knowledge. By bringing together different areas of knowledge, interdisciplinarity aims to make learning more meaningful and connected to students’ real-life experiences. However, its implementation faces several challenges, such as the initial training of teachers, the lack of time for collaborative planning, and the rigidity of school curricula. These obstacles highlight the need for structural changes in schools, with a greater appreciation of teamwork and investments in continuous professional development. Thus, interdisciplinarity is consolidated as a fundamental strategy to transform the school into a dynamic learning environment, more closely aligned with students’ lives and capable of preparing them for the challenges of the 21st century, forming critical, creative individuals who can actively engage in the society in which they live.