Proposta interdisciplinar para o ensino de ciências nas séries iniciais: uma sequência didática baseada na BNCC

Abstract

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.