A interdisciplinaridade e a contextualização em documentos oficiais e artigos da área de ensino de ciências: nuances interpretativas e possibilidades para inserção em sala de aula.

Abstract

This study investigated how interdisciplinarity in Science Education is addressed in educational guidelines and academic research in the field. The methodology adopted was qualitative, involving documentary analysis of official guidelines—such as the National Common Curricular Base (NCCB) and the curricula of the states of Mato Grosso and Mato Grosso do Sul—as well as scientific articles published in journals classified as A1 and A2 in the Qualis system. Data analysis was carried out using content analysis. The results indicate that, although both official documents and the analyzed articles acknowledge the importance of interdisciplinarity and contextualization, structural barriers remain, such as curriculum rigidity and insufficient teacher training. Based on the findings, a curriculum mapping was developed to exemplify how a complex problem—corrosion, in this case—can be identified in official documents and addressed through articulation between different curricular components. As a contribution, this study proposes the use of the methodological approach of the Interdisciplinary Island of Rationality (IIR) as a reference for more contextualized and meaningful interdisciplinary teaching practices. Keywords: Interdisciplinarity. Science Education. Curriculum. Interdisciplinary Island of Rationality.