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Interdisciplinarity is a term often mentioned in the educational context, although the interpretations are not always convergent. In this paper it was carried out an overview of interdisciplinary concepts in literature and Brazilian official documents. It was also made a parallel with the views expressed by university researchers and chemistry teachers of basic education. Sixteen teachers were investigated, six of which also acted as MEC consultants in the preparation of official documents. The data were based on semi-structured interviews and from the analysis units cognitive maps were constructed. The results reveal two interpretations of coexisting interdisciplinarity: by the teacher and between teachers. Interdisciplinary by the teacher assumes that a chemistry teacher make advances in other disciplines. The interdisciplinary between teachers presupposes a group of teachers from different disciplines working the same subject. Data points out interdisciplinarity coexists with different orientations, which may be hindering its implementation. Palavras-chave: interdisciplinaridade, concepcao de professores, politicas publicas, mapas cognitivos

O caráter dual do termo interdisciplinaridade na literatura, nos documentos educacionais oficiais e nos professores de química