This article was prepared based on the thesis developed Program in Education at the University of Vale do ItajaÃ, within the line of research Policies and Practices of Curriculum and Management. The aim of this study was to evaluate the contribution of teaching methodologies/strategies used in the Nursing Undergraduate Course to the achievement of interdisciplinarity. It seeks to answer the question: which methodologies/strategies utilized by the Undergraduate Nursing Course promote interdisciplinarity? The hypothesis of this study is that the use of active methodologies, from an interdisciplinary perspective, does not necessarily result in an interdisciplinary construction. To this end, a quantitative study was applied, using multiple correspondence analysis. The research subjects were 27 teachers of a Nursing Course, who taught a total of 36 theoretical subjects, over a total of 2,220 hours, comprising 86% of all the subjects taught on the Course. The data collection was carried out in the classroom through observation, as the object of this thesis relates to the dynamics of the activities carried out as part of the teaching and learning process, in the classroom. At least two observation sessions were carried out in each subject class, totaling 326 hours (105 classes observed), making up 14.7% of the total hours of the theoretical subjects of the course. For the data analysis, the following authors were used as theoretical reference: for the concept of curriculum, Pacheco (2003, 2001), Ball (1994, 2010) and Sacristán (2000, 2007); for the interdisciplinary construction and approach, Fazenda (1991, 1994, 1998, 2000, 2002, 2004, 2011, 2017); Japiassu (1993); Santomé (1998); Freire (1991, 1992, 2006); for higher education teaching, Cunha (1998, 2000), Ball (1994), PNE (2014), Masetto (2008, 2012), Cunha (2006), Freire (2015), Gadotti (1999) and for methodologies, Anastasiou (2010), Freire (2003, 2005, 2015), Berbel (2011). Based on the data analysis of the data, it can be inferred that the practice of transmission, the passive methodology, the mobilization of inadequate cognitive processes and the authoritarian attitude of the teacher, all hinder interdisciplinarity. Thus, an attitude of interdisciplinary requires a teaching practice that promotes discussion, permeated by the use of active methodologies, with the mobilization of adequate cognitive processes and a democratic relationship between the teacher and the students.