Abstract
This article was born from the restlessness regarding the fragmentation of history taught at the State School Professor Maria Curtareli Lira, in high school, which describes the arduous path taken by the curricular component of History, from the colonization of Brazil to the present day and how interdisciplinarity is important, being little addressed or simply nonexistent in the classes of the curricular component of history. Whose objectives are to describe a brief history of the curricular component of history, to conceptualize interdisciplinarity as well as to specify how it is inserted in the Brazilian educational panorama. The methodology used was a bibliographic survey of the authors pertinent to the theme, concluding with the clashes on interdisciplinarity and the integrative form that is portrayed in the Common National Curriculum Base.
Highlights
It was observed that scientific knowledge, as a producer of knowledge, would not support continuing to be approached in isolation, brought to light the need for rupture with the fragmented organization of school knowledge
This literature review is focused on interdisciplinarity applied in the curricular component of history
When observing the work developed by the teachers, in the daily routine of the educational institution, it detected that curricular components were approached in a totally fragmented way, without a link between them, remaining the loose and meaningless subjects
Summary
Despite all the studies and debates on this new vision, it is still little applied in the school routine, when one wishes to teach and at the same time learn in an integrated and nonshaded way in areas of knowledge. When observing the work developed by the teachers, in the daily routine of the educational institution, it detected that curricular components were approached in a totally fragmented way, without a link between them, remaining the loose and meaningless subjects.
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