Sistematizando diferentes aprendizagens a partir do Projeto de Extensão Anima-Mito na Escola Municipal Dilermando Cruz

Abstract

The conventional model of systematic school education has been severely criticized by scholars throughout history for contributing to the maintenance of the capitalist society since its institutional inception. Within this framework, students from underprivileged backgrounds have shown significant gaps in reading, writing, and text comprehension. Contemporary authors endorse literacy, interdisciplinarity, and polytechnic education as approaches that transcend disciplinary fragmentation, proposing new teaching and learning strategies that address topics more holistically, grounded in students’ realities and supported by contributions from various disciplines. This dissertation analyzes the experiences of the Anima-Mito Extension Project, conducted with 9th-grade students at Escola Municipal Dilermando Cruz. The research is part of the Work and Polytechnic Training line of the Interdisciplinary Center for Social Development (NIDES) at the Federal University of Rio de Janeiro (UFRJ). The study critiques the traditional teaching model, which fragments knowledge and perpetuates inequalities. Drawing on the theories of Paulo Freire, Henri Wallon, and Pedro Demo, it advocates for an interdisciplinary approach, emphasizing literacy and practices that integrate theory and practice. The Anima-Mito Project, developed with UFRJ undergraduates and schoolteachers, employed classical literature, performances, and intersemiotic translation to engage students in creative and reflective processes. The research employed a qualitative and participatory methodology, using experience systematization as its core method. Data collection included semi-structured interviews with teachers, students, and project participants, as well as classroom observations and document analysis. The case study focused on activities conducted in 2019 with a 9th-grade class, a critical period for consolidating knowledge before entering high school. The results revealed that the Anima-Mito Project fostered increased interest in reading, the development of socio-emotional competencies, and appreciation of students’ cultural experiences. Collaborative participation among UFRJ professors, undergraduates, and schoolteachers created an interactive environment that promoted student protagonism and critical thinking. The study also identified challenges such as initial teacher resistance to adopting active methodologies and limited technological resources. The findings emphasize that university extension projects, like Anima-Mito, are essential for redefining pedagogical practices and strengthening connections between federal, state, and municipal public education systems. Furthermore, the research highlights the importance of continuous teacher training and the collective construction of educational projects that reflect students’ sociocultural realities. Lastly, the dissertation underscores the need for public policies that promote partnerships between higher education institutions and public schools to expand the reach and impact of similar pedagogical approaches.