A interdisciplinaridade nos livros didáticos de ciências de ciências do PNLD para o ensino fundamental

Abstract

This study analyzed Science textbooks for the early years of Elementary Education used in the municipality of Caicó, RN, from an interdisciplinary perspective, based on the guidelines of the Brazilian National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCNs). It is a documentary research project that investigated how Science content is organized and whether there is integration among different areas of knowledge, drawing on authors such as Trindade (2008) and Japiassu (1976). Textbooks from 1st to 5th grade were examined, focusing on chapter structure, interdisciplinary sections, and the connections among Biology, Chemistry, and Physics. The results indicate that interdisciplinarity is addressed superficially, often limited to the mere juxtaposition of content, without fostering meaningful integration of knowledge. Furthermore, interdisciplinarity is frequently confused with multidisciplinarity, in which disciplines coexist without establishing effective relationships. The study concludes that, in order to overcome fragmented approaches, it is essential to revise textbooks and invest in teacher training to promote more effective interdisciplinary practices.