2023-08-222023-08-222015-09-02SCHULZ, Almiro. Filosofia e interdisciplinaridade no ensino médio. Revista Polyphonía, Goiânia, v. 23, n. 2, p. 147-159, jul./dez. 2012. DOI 10.5216/rp.v23i2.33919. Disponível em: https://revistas.ufg.br/sv/article/view/33919/17946. Acesso em: 10 ago. 2023.e- 2236-0514http://repositorio.bc.ufg.br/handle/ri/23414Interdisciplinarity is still on the agenda as an object of study but there is no consensus about it, especially in the sphere of school practice, and perhaps there should not be, especially in the teaching of Philosophy. Thus, the purpose of this paper is to present some ideas on the interdisciplinary teaching of Philosophy in the curricular context of second level education, using as a reference some texts which deal with the problematic. Interdisciplinary teaching presupposes a subject‑based curricular structure. Thus, it is necessary to understand the interdisciplinary teaching of Philosophy in this curricular structure as an established subject with possible convergences between the subjects being an object, a method and an intervention which could be achieved by means of research projects.porAcesso AbertoEnsinoFilosofiaInterdisciplinaridadePesquisaTeachingPhilosophyInterdisciplinarityResearchArtigo10.5216/rp.v23i2.33919