CHALLENGES AND POSSIBILITIES OF INTERDISCIPLINARITY

Abstract

This article aims to analyze the challenges and possibilities of interdisciplinarity in the context of the National Common Curricular Base (BNCC), considering the need to reorganize pedagogical practices in Brazilian basic education. It is based on the understanding that interdisciplinarity, by articulating different areas of knowledge, contributes to a more comprehensive, critical, and meaningful education of students. The methodology used was a qualitative bibliographic review, based on classic and contemporary authors in education, as well as official documents, such as the National Curricular Parameters (1997) and the BNCC itself (2018). The analysis was organized into three axes: the theoretical foundations of interdisciplinarity and its pedagogical implications; the obstacles faced by teachers and managers in implementing interdisciplinary practices; and the presentation of successful experiences and viable strategies that favor interdisciplinary curricular articulation. The results indicate that, although there are structural, formative and cultural barriers that hinder the adoption of this perspective, there are promising experiences that demonstrate the viability and transformative potential of interdisciplinarity when articulated with the curriculum in an intentional and planned manner. It is concluded that the consolidation of interdisciplinarity in schools requires investment in teacher training, time for collective planning, curricular reorganization and institutional commitment to innovative pedagogical practices, contextualized and integrated with the reality of students.