Propostas transdiciplinares de uso da oralidade, da leitura e da escrita nos anos iniciais do ensino fundamental

Abstract

The Child's Early Years of insertion in Basic Education is challenging, which we search for meaningful results that can add in a positive way to the integral development of children in all aspects, such as: social, motor, cognitive, sociocultural and moral. On that way, this research has the interest on knowing which are the primordial elements to develop up the child in the initial years of Elementary School I, with respect to the processes of orality, reading and writing thinking about transdisciplinary practices? Reflecting to answer that question, this study has as general purpose investigate transdisciplinary practices that involve orality, reading and how these processes can favour the process of children development in social and discursive context. Therefore, the specific objectives drawn to serve everyone were: to comprehend the relevance and the definition of reading, orality and writing in the building of an autonomous society since childhood; Discuss the proposal practices National Regular Curricular Base. And after all, to propose active methodologies which encourage an education based in transdisciplinary learning. This is a research which necessity are showing up because we identify that there are several academic projects produced about this theme. However, all results found were held for more than 5 years ago. Fact which justify the necessity to update the scientific production about the subject. The theorists that substantiated that study were; Angela Paiva (2010); Ingedore Koch (2011); Magda Soares on treat of orality, reading and writing as well as Emília Ferreiro (2004) appointing to the phases of child development with regard to writing. Besides those, we established our study on the legislation that underpin the Initial Years of Elementary School, same as NRCB, NCP of portuguese language and these NCD of Basic Education. This is a theoretical research and it is designed from a bibliographic survey ending to propose solutions that are established on brazilian documentation. Our considerations depart from the idea that it is necessary to promote active methodologies to favour the integral development of a child, as well the establishment of an intercultural and transcultural education.