Projetos de letramento nos anos iniciais do ensino fundamental: língua portuguesa e matemática em uma perspectiva interdisciplinar

Abstract

In Brazilian schools, in the early years of Elementary Education, the difficulties in teaching and learning to read and write to act socially in the various contexts where language practices circulate are notorious. The lack of students' mastery of reading and writing practices may stem, among other factors, from the fragmentation of knowledge, although the discussion about the need to interconnect knowledge in school is longstanding. This is evident considering that overcoming the fragmentation of knowledge in the classroom was proposed as far back as the publication of the National Curriculum Parameters. The discussion about the teaching and learning process of reading and writing highlights the challenges of motivating and enabling students to construct knowledge, with reading and writing as social practices that facilitate such activity. Based on this problem, we understand the need to rethink the pedagogical practices developed in classrooms. In this research, which falls within the domain of Applied Linguistics and considers the guidelines of the Common National Curriculum Base (Brazil, 2018) and the National Curriculum Parameters (Brazil, 1997) regarding the teaching of Portuguese Language and Mathematics, we aim to investigate the role of literacy projects in the development of interdisciplinary pedagogical practices in the early years of Elementary Education. Specifically, we aim to (i) analyze the role of literacy projects as a methodological alternative to enable interdisciplinarity in the early years of Elementary Education; (ii) observe how mathematical literacy practices develop from an interdisciplinary perspective by interconnecting knowledge from the curricular components of Mathematics and Portuguese Language; (iii) identify how the work with reading and writing characterizes as structuring axes of interdisciplinary practices in literacy projects. The research is anchored in sociocultural literacy studies, Complexity Theory, Critical Pedagogy, and the studies of the Bakhtin Circle. Methodologically, the study is configured as a critical action research. Data were generated in 2023 at Pedro Justino dos Santos Municipal School, in the municipality of Ceará-Mirim, Rio Grande do Norte, in a 5thgrade Elementary Education class, and will be analyzed using a qualitative and interpretative approach. The analyses indicate that working with literacy projects promotes the interconnection of knowledge and the construction of knowledge from an interdisciplinary perspective, breaking with the segmentation of knowledge in the classroom. In developing the literacy project, although the focus of the activities is on reading and writing practices, working with multiliteracies, different discursive genres, and various technologies and digital media provided students with expanded mastery of literacy practices. This approach cultivated readers and writers in school with a broader notion of sustainability and greater planetary awareness. Furthermore, it enhanced the multiple literacies of students in the Systematization Cycle, particularly improving their reading and writing skills in Portuguese Language and Mathematics, as well as in different areas of the curriculum.