Abordagem interdisciplinar de práticas pedagógicas sustentáveis de letramentos numa escola tocantinense de tempo integral

Abstract

In this work, I present the result of a participatory research, done in a class of 9th grade of elementary full time school, in the city of Araguaína, State of Tocantins. In the introduction, I present through the memorialistic writing my account of life as a strategy to show since my first contacts with the letters until the findings resulting from the professional master. In this report I show how education changed my life and also the transformations have witnessed in education over my relationship with education, and also I express my wish to see the most modern teaching, active, technological. The first chapter theoretically dialogues on: interdisciplinarity; transdisciplinary; literacy; sustainable literacy; and multiliteracies. In the second chapter, I present the methodological trajectory to conduct this participatory research in Applied Linguistics. In the third chapter, I recover historical data of the Portuguese teaching, dialoguing with the result of a semi-structured interview, conducted with a teacher from public schools in Araguaína, o show how, despite the appearance of new guiding documents of basic education, for example, PCN, mother tongue education is still clinging to the culture of school tradition. In the fourth chapter, I reflect on the advantages of adopting digital technologies as methodological tools in the classroom, defending a education that offers critical and sustainable literacy in interdisciplary projects multiliteracies. Also present the results of the proposed activities through a Didactic Unit, planned for the intervention plan, in order to find out if the activities mediated by technological tools are efficient in the development of reading practices, writing and linguistic analysis. I conclude that the use of technological devices as educational tools has much to offer to mother tongue teaching, but that requires new implementation of policies and maintenance of technology in schools, as well as investments in continuing education necessary for teaching literacy.