A leitura interdisciplinar: uma perspectiva sociointeracionista nos anos iniciais

Abstract

In the present research, we aimed to integrate reading practices in an interdisciplinary manner during the early years of elementary education, from the perspective of discursive sociointeractionism, in order to engage students in the reading process within the school environment. Accordingly, this work followed an applied nature, with a qualitative approach that allowed us to achieve our objectives, also considering the path of a case study. The project was developed between September and November 2024, involving 24 fourth-grade students aged between 9 and 11 years, who were regularly enrolled in the public school system in the municipality of Pilõezinhos – PB. In pursuit of our objectives, we employed methodologies that involved subjects from the school curriculum, namely: Portuguese Language, Visual Arts, Geography, and History, taking into account textual genres that would meet and fulfill our goals, with the intention of bringing all students closer to this practice — especially those who had not yet reached the expected reading fluency for their age and school stage. Our proposal, therefore, was carried out through a sequence of activities focused on the act of reading and writing in various school spaces, considering relevant themes and diverse textual genres, such as songs, biographies, and literary texts, with which the participants were already familiar. At the end, we conducted an analysis to understand whether there was progress in the students’ reading and literacy practices based on their participation, and furthermore, how the procedures adopted could contribute to basic education. That being said, we used as main references the theories of Cosson (2020; 2022; 2023; 2023), Solé (2014), Bajour (2012), Bakhtin (1997), Neves et al. (2000), Kleiman (2002), Antunes (2005), Koch and Elias (2006), Fiorin (2024), Leffa (1999), Antunes (2005; 2009; 2009), Lerner (2007), Machado (2005), among others, which were fundamental for our theoretical foundation. Based on our results, we were able to reflect on and even redefine our daily classroom practices in order to promote a more reflective and critical education. In conclusion, the results demonstrate progress regarding the students’ reading competence and development.