INTERDISCIPLINARITY IN THE NATURAL SCIENCES PROGRAM: MAPPING OF ACADEMIC THESES FROM THE CENTER FOR SCIENCES OF SÃO BERNARDO (UFMA)

Abstract

This article aims to analyze how interdisciplinarity has been incorporated into the undergraduate theses of the Natural Sciences Teaching Degree program at the Center for Sciences of São Bernardo (UFMA), in light of the theoretical frameworks of Edgar Morin, Ivani Fazenda, and Hilton Japiassu. The research, documentary in nature and systematic in its qualitative-quantitative approach, was based on the analysis of undergraduate theses (TCCs) produced between 2020 and 2024. Four monographs were selected that included the descriptors “interdisciplinarity” or “interdisciplinary” in their titles or abstracts. The analysis revealed that, although the program’s pedagogical proposal emphasizes interdisciplinary training, the implementation of this principle in academic productions remains incipient. It was observed that interdisciplinarity often appears superficially, limited to occasional connections between subjects, without consistent theoretical depth. This scenario reflects structural challenges in teacher education, historically marked by fragmented pedagogical practices and the absence of an academic culture that genuinely values the integration of knowledge. Additionally, there is low participation by part of the faculty in interdisciplinary projects, especially among non-permanent professors, highlighting the need for greater institutional engagement. The study thus underscores the importance of strengthening formative practices that promote a holistic and integrative perspective. Furthermore, it emphasizes the need for broader debate to foster critical reflection and the production of academic work more closely aligned with the principles of interdisciplinarity.