Teachers’ Perceptions of Curriculum Integration between Natural Sciences and Mathematics in High School: a diagnostic study for the development of interdisciplinary proposals

This article is an excerpt from an ongoing doctoral thesis and presents the results of a diagnostic-exploratory investigation into Basic Education teachers’ perceptions regarding curricular integration and interdisciplinarity among Mathematics, Physics, Chemistry, and Biology. The research, based on a mixed-methods approach, employed a structured questionnaire with closed and open-ended questions, applied to 41 high school teachers. Descriptive analysis of quantitative data and content analysis of the open responses revealed gaps in teacher training, lack of collaborative planning, limited knowledge of interdisciplinary proposals, and insufficient institutional support. The findings highlight the need for educational initiatives that overcome disciplinary fragmentation and promote collaborative teaching practices within schools.