A inter e transdisciplinaridade aplicada na construção significativa do aprendizado da língua materna na Educação Agrícola

Abstract

This research investigated the level of linguistic acquisition of the students who began the First Grade of the High School at Escola Federal Agrotécnica de Santa Teresa-ES, having as aim to decrease the problems and the difficulties that always continued until the end of the basic teaching. For this, it was necessary to develop an appropriate methodology to the individual particularities to have an effective answer. So, it was thought of a quality approach of activities with the resource of Inter and Transdisciplinarity. Thus, it gave form to the route of Projects, Mini Courses and Seminars. The works began in 2004, between November and December, with the use of a partner-cultural questionnaire to outline the students profile at 1st and 3rd grades A and B of the High School, in conjunction or not with the technical teaching. Whereas, in March of 2005 the same partner-cultural questionnaire was requested to students of grades C and D of the High School who took or not the technical teaching, with the same purpose of the previous, and also a requested questionnaire to verify the linguistic knowledge absorbed and crystallized until the third bi-month. I could count with the cordiality and services of two teachers of the Escola Agrotécnica de Santa Teresa-ES, a teacher of the 8th degree of the Escola Estadual de Ensino Fundamental e Médio Frederico Pretti and a teacher of the 8th degree of the Escola Municipal de Ensino Fundamental Antônio Valensini. All of the of the area of languages, these schools are neighboring EAFST-ES. Those teachers supported my inquietudes by answering consciously to the two different structured questionnaires, one which was open and another one, aiding me with quite pertinent reflections to our educational community's reality. The first questionnaire requested to the teachers had as purpose to know the didactic-pedagogic procedures, the clientele, the difficulties found in the exercise of the teaching, the integration among the other areas of the knowledge, the domain of the competence and linguistic abilities, constructions of the learning. The other one handled the content associated to the pedagogic praxis driven to the teaching of the Portuguese Language, tacked to the instruments that are used to the mediation of the internalization of significant knowledges. The preliminary results presented a social and education reality very diversified, symptoms that cart a momentary displacement in the learning of the language, in most of the worked group, however, progressively, that picture was taken by multi-disciplinary paradigms, centralized in developed activities and produced with creativity by the students I believe that being through reflection, dialogue and integrated participation of all who are involved in the educational process that an inclusive and honest society will be built.