Interdisciplinaridade na EJA: estudo das concepções e realidade vivenciada por docentes da escola Lions Tambaú

Abstract

This Final Course Project focuses on Interdisciplinarity in Youth and Adult Education. The research begins with the recognition of Youth and Adult Education (EJA) as a modality marked by historical, social, and pedagogical specificities, intended for individuals whose school trajectories were interrupted by structural inequalities. Considering the need for pedagogical practices that engage with the life experiences of these learners, interdisciplinarity is analyzed as a possibility for overcoming curricular fragmentation and promoting more meaningful learning. The study's general objective is to analyze the performance of the EJA teacher from an interdisciplinary perspective. Methodologically, this is a qualitative research approach, based on bibliographic research and field research, according to the classification proposed by Gil (2002). The investigation was carried out at the Lions Tambaú Municipal School, in the city of João Pessoa – PB, during Supervised Internship V – Youth and Adult Education. Data were collected through semi-structured interviews with two teachers from cycles I and II of Youth and Adult Education (EJA), in addition to the analysis of institutional documents and observations recorded in the field. The results show that, although teachers recognize the importance of interdisciplinarity for promoting meaningful learning in EJA, its implementation is limited by institutional and pedagogical obstacles. Among the main obstacles identified, the pedagogical planning, which ends up happening individually, stands out. Furthermore, the rigidity of the curriculum emerges as a strong obstacle, as it does not favor the articulation between disciplines and ends up reinforcing the fragmentation of teaching in the daily life of the school. It is concluded that interdisciplinarity, when understood as a pedagogical attitude and collective commitment, can contribute to the appreciation of students' experiences, to the strengthening of intellectual autonomy, and to the consolidation of EJA as a space for critical and emancipatory education.