INTEGRATION OF KNOWLEDGE OBJECTS IN PEDAGOGICAL PRACTICES: A CONTINUING EDUCATION PROPOSAL FOR 3RD AND 4TH GRADE ELEMENTARY SCHOOL TEACHERS

Abstract

This article aims to analyze the integration of knowledge objects in pedagogical practices in the early years of elementary education and to present a continuing education proposal for 3rd and 4th grade teachers. It is grounded in the guidelines of the Brazilian National Common Core Curriculum, which proposes a competency-based curriculum and requires overcoming fragmented teaching practices. Methodologically, this is a qualitative study developed through bibliographic research, based on the analysis of recent scientific publications and normative documents related to curriculum, curricular integration and teacher education. The results indicate that the integration of knowledge objects promotes more meaningful, contextualized and interdisciplinary learning, while also revealing challenges related to teacher training, pedagogical planning and school culture. The discussion highlights continuing education as a key strategy to support teachers in reshaping their practices, strengthening integrated planning and collective reflection. It is concluded that investing in continuous and contextualized training processes is essential for effective curricular integration and for improving the quality of teaching in the early years of elementary education.