CONTEXTUALIZATION AND INTERDISCIPLINARITY: REVIEWING CONCEPTS AND APPLICATIONS IN PHYSICS AND SCIENCES TEACHING

The teaching of Physics is often based on the presentation of contents, concepts and physical laws in a mechanical and fragmented way, in addition to that, it is distant the students' previous experiences. In opposition to this reality, official documents, which guide education, such as the National Curriculum Parameters (PCN), point out, among other methodological concepts, the contextualization and interdisciplinarity of knowledge as educational approaches that facilitate learning, in which educators and students are active agents in the construction of their own knowledge. In this article, a review from de literature about the concepts of contextualization and interdisciplinarity in the context of Physics teaching in High School and Science in Elementary School, is presented, with the aim of better understand their important role in the proposals and actions of teaching-learning, which privilege contextualized knowledge and integrated to the student's life. Reports of successful experiences in adopting these concepts are also presented and commented on.