Seleção textual no ensino interdisciplinar por projeto.

We show an ethnographic research about the contributions of discursive genre choices and uses, in school activities, to the student literacy development. The results show that some chosen genres are school-related and do not contribute effectively to interactive activities mediated by writing in situations not connected to educational practices. The articulation between interdisciplinary and literacy approaches, developed in the education science and in language applied studies, respectively, can contribute significantly to the student empowerment. Here the interdisciplinary educational projects are characterized as linguistic-discursive locus of contribution to the empowerment mentioned. [ABSTRACT FROM AUTHOR]