Public school, interaction and intervention in the means

Abstract

This work presents an teaching experience at EMEF Jardim Monte Belo, a public school in São Paulo municipality, in which adult learners — Educação de Jovens e Adultos (EJA) have started construction a model during Geography classes, that have took proportions of an interdisciplinary project, achieving teachers from other subjects and students from other grade levels. Through questioning practices in the school district, their demands, human’s actions and transformations that impact the environment, we sought that the student was recognized as a historical and contextualized man, with possibility step in the means. To show the process, there is the context of school, Pedagogical’s Project synthesis and presentation Health’s and University’s partnerships. Its aim is to educate a student like social’s processing agent, we study classical subjects to Elementary School and raise their self-esteem. This proposition doesn’t recent, it starts with Brazil’s democratization and it is supported by LDB nº 9,394/96, and another offi cial documents that it has its source through them — Parâmetros Curriculares Nacionais, Temas Transversais, they aimed to extend knowledge’s social function mainly because of the demands arising from democratization’s knowledge, that emerged students with different knowledge. The awareness and the environmental crisis were considered. This proposal match knowledge’s reworking and presents the school as a potential locus to improve broadly community’s life quality.