Training and literature: an interdisciplinar and reflective approach

Abstract

This article consists of an experience report from the applicability of the project "Training and Literature: an interdisciplinar and reflective approach", executed at the Federal Institute of Education, Science and technology of Roraima-IFRR/ Boa Vista Campus in 2016, in the fifth and sixth semesters, of the Course in Spanish and Hispanic literature. The main point of the work was to offer an interdisciplinary process focusing on the research and practice of teaching Spanish, involving literary movements with the ' ism ' suffix. As a methodology for that, a case of study was used, through the curricular component called Training I and II: Research and Practice in elementary School (6^th to 9^th grade classes), with applicability of theoretical and practical lessons, as well as the use of dialogued classes, orientations and supervision. Such teaching was based in the functionalistic approach of the language, according to Givón (1979) and Bybee (2010), having literature, through the ' isms ', as a conductor guide for success in the classroom, from the ideas of Nogueira (2008). Both theoretical bases were glimpsed by the training activities for a meaningful pedagogic practice, as described by Barreiro and Ayman Galal (2006) and other relevant authors to this work. The experience allowed the teacher to act as a mediator, and that the students as protagonists in the teaching-learning process.