A interdisciplinaridade em sequências didáticas desenvolvidas no contexto do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)

• Ano de defesa: 2017
• Autor(a) principal: Batista, Rozilene da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Pacto Nacional pela Alfabetização na Idade Certa; Interdisciplinaridade; Multidisciplinaridade; Sequência didática; Prática pedagógica; CNPQ::CIENCIAS HUMANAS::EDUCACAO; National Pact for Literacy in the Right Age; Interdisciplinarity; Multidisciplinarity; Following teaching; Pedagogical practice
• Link de acesso: http://ri.ufmt.br/handle/1/3611

This research had as its central theme the Interdisciplinarity in the development of activities carried out in the classroom based on the National Pact for Literacy in the Right Age - PNAIC. The general objective was to analyze whether the proposals for Didactic Sequences (SD) developed by literacy teachers who participated in the PNAIC in the years 2013, 2014 and 2015 were based on an interdisciplinary perspective. This objective was divided into two specific objectives: 1 - To understand which conceptions of interdisciplinarity and didactic sequence base the documents provided by the collaborators; 2 - To analyze if the organization of the pedagogical work, from didactic sequences, favors the interdisciplinarity. The methodology used was a qualitative approach, allied to the Content Analysis method through the technique of documentary analysis. The documents that were constituted as objects of analysis were the own DS and the reports of the realization of these, provided by literacy teachers participating in the program, public schools of the municipal and state educational networks, who collaborated with the research. Eleven female teachers, who worked during the period in classes from the first years of elementary school. Two categories of analysis were presented and presented in: SD Multidisciplinary and SD Interdisciplinary. With this study, we found that the formation of the PNAIC provided 88% of the literacy teachers participating in the research, didactic sequences in an interdisciplinary perspective, and 33%, a multidisciplinary perspective. However, the need to continue the search for interdisciplinarity was evidenced, so that there is greater engagement in the hope that, at some point, this practice will take place.