This research aimed to analyze how interdisciplinarity is being developed in a municipal school in Parintins in Baixo Amazonas with students from the 1st year of elementary school, based on reports from teachers and their organization in the curricular dynamics. For the proposed methodological development, two fundamental moments were assumed, the first one was through bibliographic research, in which a survey of themes and types of approaches already worked by other scholars was carried out, what is interdisciplinarity, as well as the approach qualitative and field research in the second moment, using observational methods of teaching practice. We present the concept of interdisciplinarity and highlight the possible epistemic-methodological directions for interdisciplinary practice in the Amazonian school reality, since it must design, weave, tack the verticality and horizontality of the curriculum matrix, so that teachers can have clarity in the interfaces. of the disciplines and the possible interrelationships, creating, from that, new knowledge in a relational and contextual way. It is necessary to plan and implement school knowledge in the curriculum through another dimension, which implies the idea of depth and increasing complexity of contents, which establishes the interaction of knowledge with other areas/disciplines. As a conclusion, it is emphasized that interdisciplinarity makes it possible for the school to become a place where school knowledge is collectively and critically produced, demanding curricular restructuring and the continuing education of teachers.
Keywords: Interdisciplinarity; teachers; elementary School
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