Interdisciplinar idade no desenvolvimento da competência leitora e escritora: uma experiência no observatório nacional da Educação/CAPES/UEA

Abstract

This article is part of the investigative path and advisory of research work at the National Education Monitoring Project / Capes / UEA. Aims at understanding how interdisciplinary practices with the Portuguese Language, Mathematics and Science, through the adoption of teaching strategies may contribute to the development of reading and writ ing skills of elementary school students. The theoretical framework was based in Fazenda (2008), Japiassu (2006), Silva & Rego (2006), Passos (2008), Skovsmose (2008), Anastasiou (2012), among others. The methodological approach was based on a qualitative approach involving literature research, participant observation and pedagogical intervention.We perceive that a teaching-learning process, focusing on interdisciplinarity, may be a possibility of breaking the linearity of the process within a conception built on the inter-relationships and dialogues, as everyone involved with the process to assume all the responsibilities that it implies, including students as constructors subjects of their knowledge, focusing on the development of reading and writing skills of elementary school students. Keywords: Interdisciplinarity. Reading and Writing Skills. Teaching Strategies.