Abstract
This paper focuses on interdisciplinarity as one of the meanings of integrated curriculum in the high school curriculum policy. We analyze the Brazilian Curriculum Parameters and the National Curricular Proposals regarding Geography. Based on Ball´s policy cycle approach, we treat the documents as representations of a whole ensemble of curriculum policy. Based on Goodson, we analyze the relationship between the academic discipline and the school subject, considering the interdisciplinarity discourse. We discuss how the disciplinary community influences the Geography curriculum policy, and how the interdisciplinarity tends to be seen as characteristic of the Geographic Science. In this case, the integrated discourse, in a hybrid way, supports the disciplinary discourse.
Keywords:
curriculum policy; Geography Education; interdisciplinarity; disciplinary community; High School.