http://memoria.ifrn.edu.br/handle/1044/2856 2026-04-04T17:18:30Z 2026-04-04T17:18:30Z http://memoria.ifrn.edu.br/handle/1044/2869 2025-04-29T14:01:08Z 2025-04-04T00:00:00Z

Proposta interdisciplinar para o ensino de ciências nas séries iniciais: uma sequência didática baseada na BNCC Interdisciplinarity, particularly in the educational context, has been widely discussed. Moreover, teachers' pedagogical practices play a crucial role in shaping students' learning experiences. However, integrating interdisciplinarity into everyday school life remains a challenge, due to factors such as lack of continuing education, excessive workload, or the dominance of traditional teaching methods. In this context, the aim of this study is to propose an interdisciplinary teaching sequence for science education in the early grades, specifically from 1st to 3rd grade, grounded in Brazil’s official educational guidelines, including the Law of Guidelines and Bases of Education (LDB) and the National Common Curricular Base (BNCC). An analysis of these documents revealed gaps—particularly regarding the clarity and objectivity of how interdisciplinarity is addressed in science education. In response to these limitations, the study emphasizes the importance of pedagogical practice and presents the teaching sequence as a key tool for achieving a broader and more meaningful approach to science education.

2025-04-04T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2868 2025-04-29T14:01:07Z 2025-03-25T00:00:00Z

Práticas interdisciplinares no ensino de ciências nas séries iniciais do ensino fundamental: reflexões a partir da realidade do Seridó Este artigo apresenta uma análise das práticas pedagógicas dos professores polivalentes das séries iniciais do ensino fundamental na região do Seridó, no Rio Grande do Norte, relacionando-as às abordagens discutidas em pesquisas dos últimos dez anos sobre ensino de Ciências, interdisciplinaridade e formação inicial e continuada nessa perspectiva. Para isso, foi aplicado um questionário via Google Forms, disseminado por meio das redes sociais, permitindo que esses profissionais compartilhassem suas experiências. A partir da análise qualitativa dos dados obtidos, constatou-se que a abordagem interdisciplinar no ensino de Ciências ainda está em processo de compreensão e implementação. No entanto, já existem contribuições significativas na vivência educacional dessa região, evidenciando esforços para promover a integração curricular e o desenvolvimento de indivíduos mais críticos e reflexivos. Observou-se, ainda, que a articulação entre o ensino de Ciências, os processos interdisciplinares e a integração curricular já é pauta dentro das instituições escolares, o que reforça a perspectiva de avanços na transformação educacional.

2025-03-25T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2867 2025-04-29T13:30:45Z 2025-04-04T00:00:00Z

Interdisciplinaridade no ensino de ciências: uma análise da BNCC para os anos finais do Ensino Fundamental This article investigates how the National Common Core Curriculum (BNCC) guides interdisciplinarity in science teaching in the final years of elementary school. The general objective is to analyze the presence of interdisciplinary principles in this normative document, focusing on the structure and guidelines for science teaching. Specifically, it seeks to identify the principles of interdisciplinarity present in the BNCC and examine its guidelines for integration between different areas of knowledge. The research adopts a qualitative approach, through documentary analysis of the BNCC, in order to understand how this curricular proposal promotes an articulated and contextualized scientific education. Interdisciplinarity in science teaching is fundamental to the development of skills that favor meaningful learning and the application of knowledge in real situations. In this way, this study contributes to understanding the role of interdisciplinarity in science teaching, offering support for the implementation of pedagogical practices in line with the BNCC guidelines.

2025-04-04T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2866 2025-06-02T16:11:19Z 2025-03-14T00:00:00Z

Interdisciplinaridade no ensino de ciências para a educação de jovens e adultos: desafios e possibilidades This study investigated the implications of interdisciplinarity in Science education within Youth and Adult Education (EJA). The main objective was to examine how interdisciplinarity can be applied in Science teaching in EJA, based on teachers’ perceptions and institutional conditions. Specifically, the study aimed to analyze the challenges of integrating different disciplines at this level of education, taking into account the diverse backgrounds of students and the structural limitations of educational institutions. The research followed a qualitative approach, grounded in a literature review and fieldwork, which involved administering questionnaires to teachers in the Seridó region of Rio Grande do Norte, Brazil. The findings revealed that, although many educators report incorporating interdisciplinary practices into their teaching, the actual implementation still faces significant challenges, such as a lack of teaching resources and difficulties in student engagement. The study concludes that, despite being widely recognized as essential for meaningful learning, interdisciplinarity in the context of EJA encounters both structural and methodological barriers. To overcome these challenges, the study recommends strengthening continuing education programs for teachers and investing in educational infrastructure.

2025-03-14T00:00:00Z