Abstract
The professional high school by the federal schools in Brazil requires an integrated curriculum itinerary. There is a lack of information about how to achieve that in a practical conception of integration. This article aimed to investigate the interdisciplinary approach of the content “transformation of energy” involving the relationship among Science, Technology, Society, and Environment (STSE) in integrated high school. The applied research procedure was a pedagogical intervention in which research subjects were the third year high school students, integrated into the technical course in food (n = 36) at the Federal Institute of Rio Grande do Norte, municipality of Pau dos Ferros, Brazil. The process of planning, execution, and evaluation of the interdisciplinary teaching sequence was carried out by teachers and researchers from different areas i.e., forest engineering, chemistry, phisycs, and physical educational. The data were compiled and evaluated through thematic analysis. The results showed that interdisciplinary learning favors scientific and environmental literacy, conceptual changes, expanded discussions, and the integration of the curriculum.
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