Interdisciplinaridade: uma análise das diretrizes curriculares nacionais para o ensino médio e dos Parâmetros Curriculares Nacionais para o ensino médio

Abstract

This work studies the presence of the concepts of Interdisciplinarity in the National Curricular Guidelines for High School and in the National Curricular Parameters for High School, in order to understand the conceptions, approaches and trends of Interdisciplinarity present in the texts of the documents that regulate the Brazilian education. The methodology used is a documentary analysis bearing in mind some principles of Content Analysis. We searched for the words Interdiscipinarity and interdisciplinary in the selected documents. The excerpts that contained the terms sought were categorized into analysis dimensions, in agreement with the definitions of Interdisciplinarity elaborated by the scholars: Piaget (1972), Japiassú (1976), Farm (1979), Gusdorf (1995), Lenoir and Larose (1998), Morin (2005; 2007) and D'Ambrósio (2005; 2011), who undertake their efforts to study this theme. The dimensions of analysis were examined and interpreted. From the analysis of these dimensions, it was evidenced that in a single document there are different conceptions about what Interdisciplinarity is. Such heterogeneity between the definitions and perspectives that originate them contributes to the belief in the idea that the theme of interdisciplinarity is polysemic and controversial.