Interdisciplinaridade em Ação: Estudo de Caso de uma Intervenção Pedagógica entre Português e Química.

Abstract

In contemporary education, the fragmentation of knowledge among disciplines remains a challenge for building meaningful learning. Interdisciplinarity emerges as an alternative capable of integrating knowledge and promoting a broader and more critical view of reality. This study investigated the contribution of interdisciplinary integration between Portuguese and Chemistry to the academic development of first-year students in the Technical Course in Agroindustry at Colégio Agrícola Vidal de Negreiros. The research, descriptive in nature and with a qualitative-quantitative approach, involved 21 students and two teachers, and was carried out through bibliographic review, questionnaires, systematic classroom observations, and semi-structured interviews. The pedagogical intervention was organized in two stages: analysis of the poem Psicologia de um Vencido by Augusto dos Anjos in Portuguese classes, highlighting scientific vocabulary and grammatical categories; and deepening the concept of atoms in Chemistry classes, using audiovisual resources and the Kahoot platform. The results revealed significant advances in grammatical and scientific understanding, such as the increase from 93.66% to 100% accuracy in distinguishing nouns and adjectives, and from 38.1% to 57.14% in atomic models. Students’ perception of interdisciplinarity also showed remarkable growth, rising from 42.86% to 95.24% agreement. It is concluded that the interdisciplinary approach enhances learning, promotes connections between traditionally separated areas, and contributes to overcoming curricular fragmentation, fostering a more critical, integrated, and meaningful view of reality. It is recommended that similar practices be expanded to other educational contexts, strengthening the articulation between theory and practice.