Interdisciplinaridade na formação inicial docente: uma análise dos projetos pedagógicos de cursos de ciências naturais no Rio Grande do Norte

Abstract

This study analyzes the Pedagogical Course Projects (PPCs) of undergraduate programs in Biological Sciences, Physics, and Chemistry offered by institutions in the state of Rio Grande do Norte, aiming to investigate the presence of the principle of interdisciplinarity in teacher education. The research adopts a qualitative and documentary approach, based on the analysis of PPCs and legal documents such as the National Common Curricular Base (BNCC) and the National Curriculum Guidelines (DCNs). The study examines aspects such as the theoretical framework on interdisciplinarity, its presence in course syllabi, and the curricular organization of each program. The results highlight significant institutional efforts to promote the integration of theory and practice, regional contextualization, and social inclusion, emphasizing interdisciplinarity as a structuring axis of teacher education. It is concluded that the analyzed PPCs contribute to the preparation of teachers for contemporary educational challenges, although the practical application of interdisciplinarity still faces limitations in daily practice.