SENTIDOS DE INTERDISCIPLINARIDADE ARTICULADOS NAS POLÍTICAS DE CURRÍCULO

o caso das disciplinas Ciências Naturais e Geografia

Abstract

This article composes a group of researches that have tried to articulate the Discourse Theory, developed by Ernesto Laclau and Chantal Mouffe, with curriculum the ory to understand the curriculum as produced in specific contexts and in a perspective that, as proposed by Alice Lopes and Elizabeth Macedo, breaks with universalizing and essentialists conceptions, still present in some reflections in the field. Thus, we question the apparent consensus on interdisciplinarity and analyze the tensions related to this concept in subject communities of Geography and Natural Sciences. We discuss how, in these two communities, the discourses in favor of quality in education art iculate the interdisciplinarity as a key element to guarantee it, albeit in different perspectives. This understanding leads us to the analysis of interdisciplinarity as a floating signifier discursively articulated in order to fill the empty signifier qua lity education.