Leitura: um caminho à interdisciplinaridade?

Abstract

This work aims to investigate the extent to which reading practices in the school can be a path to interdisciplinarity. We are interested in researching on reading comprehension and interdisciplinarity. In this sense, we aim to analyze the reading practices in the initial years of elementary school, trying to identify the possibilities of an interdisciplinary practice through the pedagogical practices of reading. We start from the Freirean understanding that the reading of the world precedes the reading of the word and for this reason, in our view reading in school should be seen as a social practice which relates to other texts, realities and knowledge. To answer such questions, we conducted a case study at a Municipal School in João Pessoa/PB. We intend to identify and analyze the conceptions of reading and interdisciplinary practice of the subjects of the school. Our theoretical base was mainly Freire (1996), (2006), (1921); Soares (1998), Solé (2008); In relation to the interdisciplinarity we are in Santomé (1998), Fazenda (1998), (1993); Japiassu (1976) and Lück (1997). Through this research we perceive that on the one hand, the interdisciplinary category is presented relationally to the projects developed in general in the school and not specifically to the reading and on the other hand, given the conception of reading assumed by the teacher, can be a daily practice, reflective and interdisciplinary.