A interdisciplinaridade por meio da literatura infantil: possibilidades para a formação leitora

Abstract

The main objective of this work was to understand how interdisciplinar, activities through Children's Literature for the 4th year of the initial years of elementar, school students can collaborate for reading development, having as Specific objectives: analyze how the teacher and students of the 4th grade of elementary school perceive interdisciplinary work through Children's Literature; identify the students’ reactions to the interdisciplinary work proposal through Children's Literature; identify which aspects of reading education can be developed from interdisciplinary work with Children's Literature; and propose possibilities of teaching work that can be performed in an interdisciplinary way through children's literature. As a research methodology, the qualitative approach was prioritized, making use of participant observation, semi-structured interview and conversation circle. The research was developed with a class of the 4th year of the initial years of elementary school and its respective teacher. The choice of participants and the venue was through ou Supervised Internship of Elementary School intervention. For a greater understanding, we seek theoretical support in the studies of Fazenda (1992, 2000, 2008, 2013), Japiassu (1976), Lajolo; Zilberman (1988), Lück (1994), Nogueira (1998), and others, to base on the concepts that evolve the interdisciplinarity. In relation to Children's Literature and Reading Development, we seek support in the studies of Zilberman (2003, 2005), Coelho (1991, 2000), Aguiar (1991, 2001), Solé (1998), as well as in official documents such as PCNs (1997, 2000) of Portuguese Language and BNCC (2017) a others. The results show that the teacher of this class demonstrated to understand about the real meaning of interdisciplinarity, although it applies in a very limited way because it is "trapped" in the previously elaborated curricular schedule. Through the interventions in the class that happened in the form of workshops, it was possible to identify that the students reacted positively, and through this research, we show that it is feasible to work with interdisciplinary activities through the Children's Literature with possibilities for reading formation in the early years of elementary school. In short, it is necessary that teachers include in their curricular schedules, interdisciplinarity, here, in particular, we highlight, through the Children's Literature.