INTERDISCIPLINARITY AS A PATH TO EMANCIPATORY EDUCATION IN EJA: CHALLENGES AND POTENTIALITIES

Abstract

This article discusses interdisciplinarity as a foundational axis of meaningful pedagogical practices in Youth and Adult Education (EJA). Based on a theoretical-interpretative approach and a bibliographic review, the study analyzes how the integration of diverse knowledge areas can help overcome the fragmentation of school subjects and construct a curriculum more connected to students' realities. Drawing from authors such as Paulo Freire, Ivani Fazenda, Miguel Arroyo, Edgar Morin, Boaventura de Sousa Santos, and Moacir Gadotti, the study emphasizes that interdisciplinarity is not merely a methodology, but an ethical and epistemological stance that values popular knowledge, fosters critical thinking, and strengthens the identities of EJA learners. The findings show that interdisciplinary practices enhance student protagonism, foster meaningful learning, and bridge the gap between school content and everyday life. However, significant challenges were also identified, including fragmented teacher training, rigid curricula, and limited time for collaborative planning. The study concludes that interdisciplinarity offers a powerful path toward building a more democratic and inclusive school, requiring public policies committed to critical teacher education and to recognizing learners' life experiences. The article highlights the need for collective engagement in transforming EJA, with interdisciplinarity acting as a catalyst for meaning, emancipation, and social justice.