Base Curricular para Cultura de Inovação (BCCI), Interdisciplinaridade e Ensino de Ciências no Ensino Médio: Mapas Mentais como Ferramenta Inovadora

Abstract

This article investigates how the combination of interdisciplinary practices and the use of mind maps impacts the development of scientific competencies in high school, as guided by the Base Curricular for Culture of Innovation (BCCI). The research involved 150 second-year students, divided into three groups: one used interdisciplinary practices with mind maps; another, interdisciplinary practices without maps; and the third followed traditional teaching. The results indicated that the group using mind maps showed superior performance in interdisciplinary articulation (85%), problem-solving (88%), and critical thinking (91%). Furthermore, they demonstrated greater satisfaction with the methodology. The qualitative analysis revealed that mind maps facilitated complex connections between disciplines, promoting more meaningful and integrated learning. The conclusions reinforce the importance of interdisciplinarity combined with visual tools in promoting essential competencies to face contemporary challenges. The study highlights the need for continuous teacher training and more flexible curricula capable of fostering a true culture of innovation in schools. Thus, interdisciplinarity associated with mind maps is configured not only as a didactic strategy but as a fundamental educational necessity.