Interdisciplinaridade no ensino de inglês: uma análise de livros didáticos do PNLD

Abstract

This paper aims to explore how English language textbooks recommended by the Programa Nacional do Livro e do Material Didático (PNLD) incorporate interdisciplinary practices into their pedagogical proposals. It is based on the understanding that language teaching, especially, though not exclusively, in public schools, should not be treated as isolated content, but rather as a means of promoting meaningful learning that is connected to students’ realities. The study is organized into three chapters. The first discusses the concept of interdisciplinarity, including its meanings, limitations, and contributions to education, with a particular focus on language teaching. The second presents the PNLD as an educational public policy, addressing how it operates, its evaluation criteria, and its role in shaping English language teaching in Brazilian public schools. The third chapter analyzes two textbooks approved by the PNLD 2024 for the 9th grade of elementary school: Se Liga na Língua Inglesa – New Beyond Words (Moderna) and Anytime! Always Ready for Education (Saraiva), both published in 2022. The analysis is qualitative in nature and focuses on three main aspects: the presence of interdisciplinary proposals, the ways in which content is contextualized, and the pedagogical strategies suggested for integrating different areas of knowledge. The results suggest that, although the books adopt different approaches, both present elements that encourage dialogue between disciplines, contributing to a more contextualized approach to English language teaching. It can be concluded that the textbooks analyzed incorporate interdisciplinary practices to some extent, in line with the guidelines of the Base Nacional Comum Curricular (BNCC), and contribute to more meaningful learning experiences in Brazilian public schools.