Cidadão de verdade: um projeto de inclusão interdisciplinar na perspectiva de formação da cidadania

Abstract

This research aims to identify the extent to which it is possible to affirm that the strategies used in the “Interdisciplinary Inclusion Project: Citizen of Truth” contributed to the results achieved, and to what extent an interdisciplinary project meets the biopsychosocial needs of students in situation of social vulnerability. The program, aimed at students of the 9th year of elementary and of high school of the Community School, a social project of the Visconde de Porto Seguro Foundation, and developed over four years through interdisciplinary activities, had as its objectives the development of the students' knowledge, autonomy, citizenship, culture, cooperative spirit, thus broadening their argumentative power and digital universe. The project was documented and the reports of teachers and students were recorded throughout the process with the rigor required by the registry. The Community School is a social project created 51 years ago, with the aim of catering for either public school graduates from the Paraisópolis shanty town (favela) or those in a situation of social vulnerability. Their pedagogical practice is based on the techniques of Project-Based Learning (PBL), established by Bender, and carried out in the light of Ivani Catarina Fazenda's theoretical principles of interdisciplinarity. The qualitative research sought to study the case of the Community School, from the data collected in the documentary analysis and bibliographic review in FAZENDA, BENDER, DIMENSTEIN, among others. The study pointed out that an interdisciplinary project can contribute significantly to one's full human development. In seeking the theories related to the practice, aspects applicable to all areas of the curricular base of Elementary School II and High School were found