Interdisciplinaridade no ensino de ciências para a educação de jovens e adultos: desafios e possibilidades

Abstract

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.