INTERDISCIPLINARITY AND CURRICULUM IN THE FULL-TIME SCHOOL: APPROACHES AND CHALLENGES THE EMERGING

This study presents a bibliographic research with a qualitative approach (TRIVINOS, 1987; YIN, 2001) that aims to identify and understand some possible approaches between the curriculum of the full time school and the interdisciplinary perspective. This study took into account the main pedagogical and epistemological inferences of Morin (2007) Marries (2008), Fazenda (2006), Japrassu (1976), the subject, identifying and discussing them in view of their main contributions to think and we discuss the school curriculum considering the relevance of the interdisciplinary bias for the teaching-learning process in the school that we have today. The research identified that the curriculum based on interdisciplinary bias may be able to promote a greater degree of interaction and involvement of the entire school community, opening paths for the construction of knowledge and knowledge that interconnect and re-signify teaching-learning processes and practices.