Páginas 134 de 194 educando, como objetiva a interdisciplinaridade. Conclui-se, portanto, que o trabalho integrado pode propiciar a construção de novas ações, valorizando, dessa forma, todas as vozes presentes na sala de aula. Palavras-chave: Interdisciplinaridade; Aprendizagem; Língua Inglesa. Abstract: The interdisciplinary approach seeks to integrate the various areas of knowledge to understand them as a whole, overcoming fragmentation and the gap between the disciplines. It presents a way

more »

... articulate new curricular paradigms, respecting the territory of each field of knowledge and distinguishing the points that unite and differentiate them. This article introduces a bibliographic study on teaching/learning in an interdisciplinary approach and aims to reflect upon its importance in foreign language, especially the English language. In linear form, it aims to reflect upon themes, the definition of concepts and their implications in teaching practice. To make this study feasible, we discuss some theoretical concepts, curriculum practices, and the construction of learning through social interaction based on Vygotsky and Bakhtin's dialogue. The teaching theory and learning approach proposed by Parâmetros Curriculares Nacionais de Língua Estrangeira are presented and discussed in order to challenge the focus in question in this study. This research also highlights the skills necessary for a teacher to use the interdisciplinary approach, opening new horizons for a more efficient and integrated teaching practice. The research also includes common challenges to this practice. In addition to addressing issues related to the teaching of the English language, this study also considers the role an interdisciplinary approach plays in the overall education of the student. Finally, we can conclude that integrated work can foster the constitution of new actions, valuing, therefore, all voices present in the classroom. Considerações iniciais Ser interdisciplinar é superar a visão fragmentada não só das disciplinas, mas de nós mesmos e da realidade que nos cerca, visão esta que foi condicionada pelo racionalismo técnico (GIACON, 2002, p. 38).