Drawing letters, telling stories and creating shapes: The power of interdisciplinary in the teaching-learning process in Brazilian Basic Education

Abstract

This study investigates the power of interdisciplinarity in the teaching-learning process in Brazilian Basic Education, with an emphasis on the articulation between language, narratives, visual arts and mathematics. Thus, interdisciplinarity is understood as a pedagogical approach that breaks with traditional curricular fragmentation, enabling the integration of knowledge and contributing to the comprehensive education of students, according to the guidelines of the National Common Curricular Base (BNCC). In this context, the relevance of multiple languages ​​and sensitive experiences in the daily school routine is highlighted, especially in the early stages of education, in which there is greater curricular flexibility. In view of this, the research aims to analyze how interdisciplinary pedagogical practices can provide more meaningful and contextualized learning through creative experiences that involve drawing, storytelling and the construction of mathematical forms. To this end, a qualitative approach was adopted, based on bibliographic and documentary research, grounded in academic productions, and official documents that explore the integration between areas of knowledge. In view of this, the results indicate that interdisciplinarity, by articulating different fields of knowledge, favors the development of cognitive, communicative and socio-emotional skills, in addition to enhancing students' creativity and protagonism. Thus, it is concluded that this approach contributes to a more inclusive, critical and sensitive pedagogical practice to the school reality, pointing out promising paths to overcoming educational inequalities and strengthening teaching work in contemporary times.