.
Interdisciplinary History Teaching; History Teaching; Interdisciplinarity; Textbooks; Interdisciplinary Textbooks.
The research hypothesizes the existence of different models of interdisciplinary History teaching when observing the 2016 and 2021 collections of the National Textbook Program (PNLD). Through a series of studies, it has been demonstrated that History teaching in a disciplinary environment is not homogeneous, with a diversity of possible configurations. This plurality suggests the possibility that interdisciplinary History teaching can also assume various configurations, but this problem has not yet been significantly investigated. To this end, this research first surveys and analyzes studies that connect History teaching, textbooks, and interdisciplinarity, demonstrating how scarce and disconnected the research that relates these objects is. In a second moment, we discuss historically the space of interdisciplinary collections throughout the PNLD and observe how the 2016 and 2021 calls for proposals understand interdisciplinary History teaching. Finally, we investigate three collections from each of these editions, demonstrating the perspectives of History teaching that they present. Our methodology is inspired, in particular, by the Historical Method (GADDIS, 2003), Content Analysis (BARDIN, 1977) and Discourse Analysis (PÊCHEUX, 1995; ORLANDI, 2015). Among the contributions of the study is the familiarization with a type of didactic collection that has assumed a central role in the teaching process, but which remains little investigated. Furthermore, the research allows us to overcome the dichotomy between the choice of disciplinarity or interdisciplinarity, to demonstrate that a diversity of proposals for teaching History is present in both modalities.