Interdisciplinarity in Dispute within the Educational Context of the Brazilian Amazon

Epistemological Tensions in Pará's Curricular Documents

Abstract

In the state of Pará, where the roots of traditional and multicultural peoples express the multiple identities of the Amazon region, reflecting on less fragmented teaching processes is essential. Therefore, focusing on interdisciplinarity in basic education in Pará, this article aims to analyze two key documents that structure and organize education in the state: the Curricular Document of the State of Pará (High School stage) and the Curricular Guidelines for Elementary Education of the Municipal Education Network of Belém, using Laurence Bardin’s Content Analysis technique. The analyses carried out enabled a critical interpretation that both documents, when addressing interdisciplinarity, reveal relations of dispute and tension concerning national curricular policies. Despite efforts to bring Pará’s basic education closer to parameters of knowledge integration, the documents approach interdisciplinarity inconsistently and without significant theoretical-epistemological depth, remaining aligned with traditional and fragmented curricular structures.