THE CHALLENGES OF IMPLEMENTING INTERDISCIPLINARITY IN BASIC EDUCATION

Abstract

Interdisciplinarity emerges as an essential approach for overcoming knowledge fragmentation, a phenomenon historically present in traditional education. This study analyzes the challenges and strategies for implementing interdisciplinarity in Basic Education, considering the perspectives of authors such as Edgar Morin, Paulo Freire, Ivani Fazenda, Cláudio Cavalcanti, and Genebaldo Freire Dias, as well as the guidelines of the National Common Curricular Base (BNCC). The research includes a literature review and teacher dialogue on interdisciplinary practices, identifying epistemological, structural, formative, and cultural barriers. The results indicate that interdisciplinarity requires a change in teaching approach, collective planning, cooperation between disciplines, and institutional support to overcome knowledge fragmentation and promote contextualized and meaningful learning. Strategies such as integrative projects, Cross-Cutting Contemporary Themes (TCTs), a generative theme approach, and interdisciplinary environmental education are identified as paths to consolidate knowledge integration. It is concluded that interdisciplinarity is a contemporary necessity, which expands critical thinking, strengthens meaningful learning and requires coordinated action between teachers, school management and educational policies.