INTERDISCIPLINARITY IN THE TEACHING OF ASTRONOMY AND ASTRONAUTICS: RELATIONS WITH PHYSICS, MATHEMATICS AND GEOGRAPHY

Abstract

This article aimed to analyze interdisciplinary pedagogical proposals that articulated the teaching of Astronomy and Astronautics with the curricular components of Physics, Mathematics and Geography in the school space. The study addressed the importance of integration between these areas as a way to promote scientific literacy and to overcome the disciplinary fragmentation still present in Basic Education. The research had a qualitative and bibliographic character, according to the methodological foundations proposed by Eco (2010) and Santana, Narciso and Fernandes (2025), being developed through the selection, reading and analysis of four scientific articles available in the CAPES Periodicals database. The inclusion criteria considered the thematic pertinence, the articulation between Astronomy and at least two related areas, and the didactic applicability of the proposals. The comparative analysis revealed that all the selected experiences presented real potential for interdisciplinarity, although with varied focuses, resources and strategies. It was identified that the use of planetariums, software, models and national symbols such as the Brazilian flag contributed to make astronomical content more accessible and integrated with the students' reality. The articulations with Physics allowed us to address laws of motion and gravitation; with Mathematics, the use of proportions, measurements and geometry stood out; and with Geography, the themes related to the movements of the Earth, location and spatial orientation. It was concluded that the teaching of Astronomy, when developed in an interdisciplinary way, favored the construction of more meaningful learning, connected to everyday life and contemporary educational demands.