Kiese - História de um africano no Brasil: uma proposta de projeto de leitura interdisciplinar para o 6º ano do ensino fundamental

Abstract

The school, as a training space, constitutes, par excellence, as the place where reading is configured as learning to be planned and systematized. However, there are challenges in relation to the reader experiences, such as the decontextualized practice of reality and fragmented teaching, in which, many times, the school leaves the responsibility of the Portuguese teacher, the responsibility for reading as a training base. It is known that language practices, such as reading, writing, textual production and assigning meanings to a communicational situation, are essential practices in all curricular disciplines. Thus, the work aims, through bibliographic research, referenced by Gil (1991; 2008), to seek alternatives to break with the fragmented view of reading. A cut is made in the 6th year because it is a transition phase in which there is an increase in subjects and teachers, and a sudden change in the affective relationship between student-teacher, as pointed out by Dias-da-Silva (1997), as well as imposition by autonomy, without it being built. Notes on reading based on Freire (1996), Kleiman (1999; 2016a and 2016b; 2018) and Rojo (2004); interdisciplinarity and teaching projects with input from Freire (1996), Kleiman (1999; 2016a and 2016b; 2018), Rojo (2004), Fazenda (2013), Hernández and Ventura (1998) and Hernández (1998), for the construction of proposal presented at the end of the discussions, which also counts on the contribution of official documents, such as LDB (BRASIL, 2017), PCN (BRASIL, 1998), DCN (BRASIL, 2013) and BNCC (BRASIL, 2018). It is a reading project using the book Kiese – História de um africano no Brasil (DREGUER, 2015), as material that guides the experiences. It is expected that the applicability of the proposed project later and allied to the presented reflections, can provide a collaborative pedagogical work capable of understanding the specificities of the subjects, providing the construction of knowledge allied to the contexts in which they are inserted, thus offering conditions for understanding and reality intervention.