Um olhar para alfabetização a partir da transdisciplinaridade e da ecoformação

Abstract

This research emerged in a scenario of educational changes in Brazil with the implementation of the Base Nacional Comum Curricular (BNCC) and it presents as a justification the ability to contribute to the reflections on the pedagogical practice of teachers who work in literacy classes. With the qualitative nature, the data collection required to be adjusted to the situation of remote classes by schools across the country due to Covid-19 pandemic. Therefore, an analysis of the guiding document for the pedagogical practice in the school field was made along with interviews with the teachers who work in literacy classes. New perspectives and reflections are always permeating the pedagogical practice of teachers in what concerns the desire for an innovative practice and which can contemplate the learning subjects in their integrity. In this perspective, transdisciplinarity and ecoformation allows teachers to pursue subsidies to amplify the formation of their students. The desire for study about pedagogical practices who enable to transpose their own reality as teachers and the reality of the children with whom they work became more evident when learning the words transdisciplinarity and ecoformation. Through contact with the works of Nicolescu (1999), Morin (2000, 2003, 2015, 2018), Moraes e Torre (2004), Moraes (2004, 2008, 2010, 2014, 2015, Suanno (2010, 2013, 2014) who make part of the theoretical contribution presented in this research, it was provided a greater clarification about transdisciplinarity and ecoformation in pedagogical practice. The main objective is analyze if teachers from the literacy classes from the municipal school Afonsina Mendes do Carmo in Anápolis-GO develop pedagogical practices under transdisciplinary and ecoformative approaches. As a transitory conclusion, it is understood that transdisciplinary and ecoformation practices are possible in literacy classes. In this perspective, the research aims to contribute to the reflections on the theme and offer concerns with a view to the emerging paradigm and its contributions to human formation.