Prática interdisciplinar, gêneros textuais e metodologias ativas: caminhos para uma aprendizagem significativa

Abstract

The early insertion of children into environments permeated by digital devices, coupled with changes in modes of interaction and discourse circulation, demands that schools reformulate their practices and that teachers assume new roles in the face of educational challenges. In this scenario, there is a need to develop pedagogical proposals that articulate scientific knowledge, social communicative practices, and innovative methodologies that broaden the possibilities for participatory and contextualized learning. This investigation was motivated by concern about the persistence of traditional practices centered on oral exposition and mechanical repetition, which instigated the search for a teaching model that promotes greater autonomy, critical thinking, and student engagement, as well as new possibilities for teacher performance. In this sense, the objectives of this research are: to present the structure and foundations of an interdisciplinary project, configured as an educational product, aimed at Elementary School – Early Years, articulating the sociocultural theme "The excessive use of cell phones by children," textual genres, and the active methodologies storytelling and lapbook; This study describes and analyzes the results of applying this teaching material in a 5th-grade class of elementary school. The theoretical framework is based on authors who discuss interdisciplinarity (Costa, 2009; Fazenda, 2013; Nanuncio, 2025), textual genres (Dolz; Noverraz; Schneuwly, 2004; Marcuschi, 2011; Santos; Dutra; Santos, 2025), and active methodologies (Moran, 2013; Bacich; Moran, 2018; Tajra, 2021), allowing for the substantiation of the proposal and the interpretation of its effects in the investigated context. The study is basically characterized as qualitative and field research. The results indicate that the proposal contributed to broadening students' understanding of the textual genres meme, graph, and news, promoting collaborative learning, and stimulating the relationship between school content and extracurricular experiences. The practices using storytelling allowed for narrative construction as a strategy for conceptual understanding, while the lapbook favored the visual, creative, and meaningful systematization of knowledge. The study concludes by highlighting that interdisciplinary initiatives supported by textual genres and active methodologies can strengthen student protagonism and promote teaching more aligned with contemporary educational demands, configuring themselves as methodological alternatives for the reconfiguration of pedagogical practices in the early years of elementary school.