Mapping of Interdisciplinary Dialogues in Practices for Teaching Natural Sciences in Basic Education

Abstract

In this study, a mapping of research on interdisciplinarity in the teaching of Natural Sciences was carried out, focusing on the practices implemented in Basic Education and on literature review studies on the subject. The research was conducted through a systematic review of peer-reviewed articles indexed in the CAPES Journal Portal, with an open temporal scope. The survey resulted in 241 articles, of which 119 aligned with the research objectives and were analyzed. Among these, we identified 13 review studies and 48 reports of practical experiences, with 38 of them in the context of Basic Education. The analysis of these works indicates that the practices in Natural Sciences in Basic Education engage in a balanced dialogue with the three other areas of the curricular organization (Languages, Mathematics, and Human Sciences). A diversity of interdisciplinary dialogues was observed among the subfields of Natural Sciences, with a higher concentration in Biology, Physics, and Chemistry, and a lower presence of Astronomy and Geosciences. None of the analyzed articles established relationships among all five subfields simultaneously; however, various combinations of dialogues between these subfields and other curricular areas were identified, demonstrating the complexity and potential of interdisciplinary dialogues. This mapping can contribute to broadening discussions on interdisciplinarity in the teaching of Natural Sciences.