APRENDIZAGEM INTEGRADORA NO PERCURSO FORMATIVO DO AMBIENTE ESCOLAR

Abstract

This paper aims to report the experience of students in the process of training for teaching at the Regional University of Blumenau (FURB) and scholarship holders of the Higher Education Program for Regional Development (PROESDE) during the preparation of an interdisciplinary lesson plan, activity proposed as the completion of the university extension work. With the support of the National Common Curriculum Base for High School (BNCC, 2018) and from classes on Vygotski's historical-cultural theory and Davidov's developmental teaching, students were guided to prepare an interdisciplinary lesson plan in the area of languages ​​and their technologies (BNCC, 2018) for high school. Mental actions were idealized and organized by Davidov (2013/1986), considering four categories so that the educational practice involves the study activity and is related to the constitution of the student's theoretical thought, namely: a) the amplifiers cultural and mediated action; b) degree of abstraction and generality relations; c) guided participation and d) emergence of communicative spaces. The group worked with the language curriculum component (visual arts and theater), seeking to make the criticality and sensitivity to art more complex as the mental steps advance, encouraging students to explore the artistic world and have art as something essential in the your daily life. The entire planning production process took place remotely, with the assistance and intervention of the extension program tutor.