SOROCABA: TORN LAND, BLOOMING HEART - CURRICULUM, EXPERIENCE AND INTERDISCIPLINARITY IN THE SECOND YEAR OF ELEMENTARY SCHOOL

Abstract

This article analyzes an interdisciplinary pedagogical experience developed during the second and third school terms of 2026 with a second-grade elementary school class in the municipal school system of Sorocaba, São Paulo, Brazil. The aim is to understand how the articulation of curricular content, local context, and children’s concrete experiences can foster participation and connections between school knowledge and lived reality. A qualitative experience-report approach is adopted, based on pedagogical records, students’ productions, photographic documentation, and teacher reflection. The pedagogical pathway integrated Science, History, Geography, Portuguese Language, and Art, using the urban landscape, ipê trees, the Sorocaba River, local history, sunflower cultivation, and the production of a choral poem as organizing axes. The records indicate increased participation, spontaneous recognition of studied elements in lived space, mobilization of knowledge in curricular review, observations about germination, and greater interest in reading and oral-language situations. The study concludes that interdisciplinarity can bring curriculum, experience, and context closer together when supported by pedagogical intentionality, teacher mediation, and attention to students’ singularities.