The dissertation brings to the discussion issues related to the Curriculum and School Projects
seen from an interdisciplinary perspective. The main objective was to understand the school
curriculum from school projects, in full-time school, from the perspective of
interdisciplinarity. Authors such as Fazenda (2004; 2006), Japiassu (1976), Moraes (1997;
2008), among others, were sought for some of the main sources of discussion and analysis of
the research problem that is outlined from a study of case, of qualitative approach in the
Municipal School of Integral Time Vinícius de Moraes, located in the center of Palmas,
Tocantins. The survey of data and information was developed from in loco observations,
institutional documents and through a semistructured interview guide, applied to 05
professionals working in the field school. It was identified with the study that, although the
use of the term interdisciplinarity in school is common, its conceptualization and
understanding may present difficulties in understanding and different interpretations,
positions and paths in the development of the curriculum and school projects. However, the
research identified methodological and epistemological elements with interdisciplinary
possibilities and openings. The construction of an interdisciplinary work can lead to ways that
contribute to the integration of the school, through its curriculum and through its projects, as
well as helping to understand how this epistemology develops in the daily life of the school.
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