Grado Integrado en Ciencias, Matemáticas e Linguagens: formación interdisciplinar para los primeros años escolares

Nesta pesquisa narrativa, tratamos de pesquisa-formação em um curso de Licenciatura Interdisciplinar para docência nos primeiros anos escolares. Objetivamos compreender ações formadoras com vistas ao desenvolvimento dos letramentos científico, matemático, digital e da língua materna em uma perspectiva interdisciplinar. O design de formação pauta-se na tríade: trabalho coletivo/uso de tecnologias digitais/ensino com pesquisa, associada à metodologia da simetria invertida. Para tanto, pautamo-nos em Chassot (2006); Josso (2004); Nóvoa (1992); Tardif (2014); Imbernón (2016); Moraes e Galiazzi (2007) e Clandinin e Connelly (2011). Utilizamos audiogravações, assumindo a Análise Textual Discursiva para tratamento do material empírico. Os resultados revelam integração de conteúdos de variadas disciplinas por meio da pesquisa em aula, em dois níveis dinâmicos de práticas discursivas: o da horizontalidade e o da verticalização dos conteúdos. Para tanto, a parceria docente torna-se fulcral.In this article, we narrate research carried in an interdisciplinary degree class to educate teachers to work in the elementary school. We aim to understand educational actions developed with undergraduates designed to provide the development of scientific, mathematical, digital and mother tongue literacies in an interdisciplinary perspective, with a view to future teaching. As teachers of the course, we develop research-education, through qualitative research, in the narrative modality, forming partnerships with other professionals. The education design carried is based on the formative triad: collective work - use of digital technologies - classroom research, associated with the methodological perspective of inverted symmetry. We used audiovisual records from two consecutive academic semesters, in which students and teachers narrate about the formative experiences lived in a shared way. We assume the discursive textual analysis for the treatment of empirical material. The results reveal that undergraduate, when experiencing interdisciplinary processes as students, from a place similar to the one they will teach, are able to plan, discuss, justify and defend interdisciplinary teaching practices. The results allow us to conclude that it is possible to integrate curricular components of specific education, through classroom research, in two levels of discursive practices in the classroom: i) the level of horizontality of the contents, in which the different languages ​​move in a same discursive horizon in search of understanding reality; ii) the level of verticalization of the content (s), seeking to deepen specific knowledge, in a more specialized way; both levels are caused by pedagogical intentionality and mediated by the teacher. Therefore, the teaching partnership in class is promising to encourage and develop new attitudes and interdisciplinary teaching practices.En esta investigación narrativa, nos ocupamos de la investigación-formación en un curso de Licenciatura Interdisciplinar para la docencia en los primeros años escolares. Nuestro objetivo es comprender las acciones formativas con miras al desarrollo de la alfabetización científica, matemática, digital y en la lengua materna en una perspectiva interdisciplinar. El diseño de la formación se guía por la tríada: trabajo colectivo / uso de tecnologías digitales / docencia con investigación, asociada a la metodología de simetría invertida. Para eso, nos basamos en Chassot (2006); Josso (2004); Nóvoa (1992); Tardif (2014); Imbernón (2016); Moraes y Galiazzi (2007) y Clandinin y Connelly (2011). Utilizamos grabaciones de audio, asumiendo el Análisis Textual Discursivo para tratar el material empírico. Los resultados revelan la integración de contenidos de diversas disciplinas a través de la investigación en el aula, en dos niveles dinámicos de prácticas discursivas: horizontalidad y verticalización de contenidos. Por tanto, la colaboración docente se vuelve fundamental. &nbsp