Projeto de letramento cultivando saberes: fortalecendo o ensino da escrita no 8º ano do ensino fundamental

Abstract

This paper aligns with the studies of Applied Linguistics and (in)disciplinary practices (Moira Lopes, 2006), and, from this perspective, it proposes rethinking how we teach writing in Basic Education considering current challenges. The traditional teaching method, often rigid and disconnected from students’ realities, needs to be replaced by more flexible, dynamic and student-centered approaches. Language, understood as social practice, gains meaning in specific contexts, involving social, cultural, and ideological influences. Therefore, writing must be seen not only as a technical skill, but also as a fundamental social practice that enables participation in society. The purpose of this study was to develop literacy and procedural writing practices through the creation and maintenance of a vegetable garden and landscaping project in the school, integrating the school community and promoting socio-environmental sustainability. This proposal aimed at 8 th -grade students1 combined practical activities with the production of different discursive genres, following an interdisciplinary and transdisciplinary approach which valued cultural memory and the construction of sustainable attitudes and behaviors. Kleiman (1995, 2001, 2005, 2007) Kleiman and Assis (2016) and Street (2014) offer the theoretical framework to understand the literacy studies of within this paper, and Oliveira, Tinoco e Santos (2024) are the main references in the discussion about literacy projects. These projects are highlighted as effective methodologies for transforming schooling dynamics, fostering inclusive and participatory education, providing support for students to overcome challenges, break away from the constraints of traditional teaching and engage in meaningful activities based on their own experiences and the surrounding reality. The research work starts from the concept of procedural and collaborative writing, as defended by Menegassi, Polato and Gasparotto (2019). In this aspect, it emphasizes the importance of interaction with discursive genres (Bakhtin, 2011), from the dialogical perspective, found in the students’ daily experiences. The Literacy Project Cultivating Knowledge showed meaningful results, such as the production of more reflective and contextualized texts, a gain on students’ interests in environmental and cultural issues, and the strengthening of bonds between participants. The project also fostered the rescue of cultural knowledge and contributed to an education more connected to the real needs of the community. Aligned with the UN 2030 Agenda, the project promotes the Sustainable Development Goals and bridges theory and practice in the training process. This work reinforces the role of literacy as a social practice and highlights the importance of interdisciplinary, transdisciplinary and contextualized projects in the teaching-learning process, capable of forming critical, engaged and socially responsible individuals.