INTERDISCIPLINARITY IN PERNAMBUCO'S BENCHMARK HIGH SCHOOLS: AN ANALYSIS OF THE OFFICIAL CURRICULUM AND INSTITUTIONAL DOCUMENTS

Abstract

This study aimed to analyze the convergences and divergences between the principles of interdisciplinarity found in the official curriculum of the State of Pernambuco and their appropriation within the institutional documents of the Reference Schools in Secondary Education (EREMs) in Petrolina-PE, Pernambuco. This is a qualitative, document-based study conducted through an analysis of the National Common Curricular Base (BNCC), the National Curricular Guidelines for High School (DCNs), Pernambuco’s New High School Curriculum, pedagogical proposals, teaching plans available in the Pernambuco Education Information System (SIEPE), formative pathways, and elective curricular units from ten EREMs. The analysis was guided by a Multidimensional Matrix of Interdisciplinarity and grounded in Content Analysis. The results showed that interdisciplinarity holds a central position in normative curricular documents, being presented as a structuring principle of holistic education. However, its incorporation into the schools' institutional documents occurs unevenly, revealing varying levels of appropriation regarding curricular guidelines. The study concludes that there is a gap between the interdisciplinarity prescribed in the curriculum and its institutionalization in school planning instruments, indicating a need to strengthen pedagogical mediation and institutional conditions to consolidate curricular integration within full-time high school education.