A terceira margem da Pampulha: explorando a interdisciplinaridade da leitura e escrita no seu complexo cultural com alunos do 6º ano

Abstract

The teaching project that gave rise to this research was developed with 6th-grade students from the second cycle of Elementary School at Escola Estadual Madre Carmelita, in Belo Horizonte. Its main objective was to promote an interdisciplinary approach to the teaching of Portuguese Language by integrating reading and writing with other areas of knowledge, while also fostering environmental and cultural awareness regarding the Pampulha Complex. The choice of theme aimed to connect school content to the students' real-life context, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC) by promoting integrated knowledge. The research adopted a qualitative methodology, based on the analysis of students’ oral and written productions, as well as observation of the project’s activities. Pedagogical practices included the reading of Um dia, um rio by Léo Cunha, classroom debates, research on the Pampulha Complex, and testimonials from the teachers involved in the interdisciplinary proposal. These actions sought to stimulate students' active participation and foster a critical and integrated understanding of knowledge. The project was grounded in the belief that teaching Portuguese Language in connection with other disciplines enables students to understand language in its multiple uses, closely related to their daily lives and sociocultural contexts. The curricular integration was structured through language, drawing on discourse genres (Bakhtin, 2016), social literacies (Street, 2014), multiliteracies (Kalantzis, Cope & Pinheiro, 2020; Rojo, 2009; Soares, 2018), and image reading (Santaella, 2012). The work of Kleiman and Moraes (1999) also stands out, addressing reading and interdisciplinarity as practices that interweave diverse school knowledge. Inspired by Freire’s (1989) proposal, the project encouraged students to develop a critical reading of the world, understanding the context in which they live. Through multiliteracies—combining oral, written, and visual languages—the aim was to help form sensitive, critical, and socially engaged individuals, capable of acting as agents of transformation within their communities.