Leitura no ensino médio : a interdisciplinaridade como orientação metodológica de um ensino produtivo

Abstract

In this dissertation, we seek to present some reflections regarding interdisciplinary reading on High School as a possible way to heal the recurring difficulties in this step of the Basic Education, especially concerning senior students, who leave school without fully controlling such skill. We believe that interdisciplinarity is an adequate and efficient pedagogical strategy to build knowledge both inside and outside school grounds, for reading and writing are two very socially valued practices when it comes to helping and enabling subjects to fully and autonomously experience all sociocultural activities surrounding them day to day. The searching of a productive via for reading classes is the main goal of this dissertation, whose proposal is to bring to light reflections on the reading teaching in High School from an interdisciplinary proposal that contributes to the practices of teachers interested in seeking to minimize or solve the problems they often face, aiming to approach as much as possible from the discursive experiences of the students. The theoretical foundation is based authors who study and defend the interdisciplinarity in school, highlighting the importance of integrating the knowledge of different areas in order to expand the capacity of the learner in the process of building knowledge, overcoming the fragmentation of such and conceiving reading as common content to all school subjects. Hence, the need to unite the teacher of all areas in search of the same goal: the efficient reading formation, capable of preparing the students to appropriate on the historically built knowledge in order to fully exercise their space in society as citizens. The methodology is exposed in propositions of reorienting the teaching practice, proving the reading teaching can and should be an assumed commitment and an effectively carried activity by all teachers, from an interdisciplinary perspective