A interdisciplinaridade entre Geografia e História na BNCC: Uma Análise dos Anos Finais do Ensino Fundamental

Abstract

This dissertation proposes an analysis to understand the interdisciplinarity between Geography and History in the final years of elementary school in the National Common Curricular Base. Interdisciplinarity is considered in this research as a solution for specialization, seeking to overcome the limits of disciplines to address complex problems of the contemporary world. Thus, we currently identify a growing appreciation for interdisciplinarity in the production of scientific knowledge, making it increasingly relevant in the academic context. In this scenario, we observe the need for an analysis of the two curricular components that make up the area of human sciences in the final years of elementary school, aiming to understand how the official curriculum of mandatory character for all education systems in the country treats interdisciplinarity, whether it is considered fundamental in the teaching-learning process, whether it is addressed and recommended for pedagogical work in the curriculum of the final years of elementary school and whether it facilitates interdisciplinary work for both teachers and students. This work will contribute to broaden and deepen the bibliographic study on the subject, and can be used as a reference for new works and even for a possible curricular reform. To this end, a bibliographical research was conducted on the concept of interdisciplinarity, in the educational field and in geographic science, serving to define it and establish parameters for the analysis of the National Common Curricular Base. Subsequently, a qualitative and quantitative analysis of the final years of elementary school in Geography and History of the National Common Curricular Base was carried out, where it was possible to note a limited number of skills with interdisciplinary potential, which in most cases have this potential in a punctual manner and not in a comprehensive manner. In addition, it was noticed that although the identified skills establish a certain relationship, these connections are not reflected in the thematic units and objects of knowledge, thus hindering interdisciplinary work. It is clear that this mismatch in the arrangement of thematic units, objects of knowledge and skills is not something punctual, but rather a characteristic present throughout the BNCC of Geography and History in the final years of elementary school, becoming a problem and an impediment to interdisciplinary practice.