Linguagens e ciências: interfaces curriculares no ensino de ciências para o ensino médio

Abstract

This dissertation deals with research carried out around the theme “Interdisciplinarity in the curriculum”, involving the areas of Natural Sciences and their Technology and Languages and their Technologies, establishing possible relationships between the areas researched and interdisciplinarity in the curriculum, to this end, we list the Common National Curricular Base as a source of research, national representation of the curriculum, as it is the guiding document for the curriculum in Brazil. The work is organized into two chapters, each of which is an article, related to each other due to the research topic. It aimed to understand the relevance of interdisciplinary work and the presence of interdisciplinarity in the CNT and LGG curriculum, seeking to trace possible associations between the areas. The first chapter of the dissertation was articulated through a bibliographical review, in the BDTD (Brazilian Digital Library of Theses and Dissertations) with the following descriptors: curriculum, scientific language, sciences, languages and interdisciplinarity in its title or summary. We obtained 10 works and, in these, we analyzed titles and abstracts, in order to discuss and carry out a more careful reading. In this way, we seek to establish relationships between the writings and interdisciplinarity and improve knowledge on the researched topic, as well as understand what the few studies found bring. The second stage of the research took place around the concept of interdisciplinarity and curriculum, based on authors such as Fazenda and Gudson, from this stage onwards, we sought in the Common National Curriculum Base to intertwine this concept with the document's General Competencies and Skills, Thus, we observed that the word interdisciplinarity is not present in this researched section of the Common National Curricular Base, however, it is understood in some of the competencies, which we selected, making it possible to relate to the areas researched. The methodology used involves qualitative documentary and bibliographical research, through analyzes of BNCC skills, relating them to each other and to interdisciplinarity. Throughout the two chapters, we address this topic around Science Teaching, Languages and their Technologies, Curriculum and Interdisciplinarity, relating the terms and analyzing possible connections for the development of a comprehensive and challenging curriculum, both for the student and for the teacher. As results, we can demonstrate that it is possible to develop interdisciplinary work between the areas of Natural Sciences and its Technologies and Languages and their Technologies, supported by the National Common Curriculum Base. Some skills and abilities covered by the document, from both areas researched, enable the interpretation of interdisciplinary work.