REFLECTIONS ON INTERDISCIPLINARITY IN A SCHOOL CONTEXT

Abstract

This article aims to reflect on interdisciplinarity as a pedagogical strategy for the school inclusion of students with disabilities, highlighting its benefits and challenges. To this end, the study conducts a theoretical reflection, based on references on interdisciplinarity and school inclusion and its implications for the education of students with disabilities. The results indicate that the traditional teaching model, organized into isolated subjects, has proven insufficient to meet the demands of school diversity. In contrast, the interdisciplinary approach favors the integration between different areas of knowledge, collaboration among educators, and the construction of a more flexible curriculum, essential elements for the effective implementation of school inclusion. Among the main challenges, the lack of teacher training, the still fragmented school structure into isolated subjects, and the emphasis on standardized assessments (such as IDEB, Prova Brasil), which prioritize quantitative results, stand out. Therefore, it is evident that educational policies and methodological proposals are needed that encourage cooperation, teacher training, and an education centered on the potential of all students, rather than purely quantitative indicators. It is concluded that interdisciplinary practice, combined with a collective commitment among teachers, administrators, students, and families, is fundamental to overcoming the fragmentation of knowledge and building a truly inclusive school environment. Educational policies that value the quality of teaching over rankings and purely quantitative metrics are necessary.