This thesis approaches the conception of literacy teachers about reading and writing skills in
the literacy process in the light of the transdisciplinary methodology. Our main objective is to
defend the thesis that the epistemological principles that underlie the modern scientific
paradigm constitute the main obstacle that prevents a methodological practice, of teaching
reading and writing, in which the literacy and reading and writing skill processes occur
effectively and simultaneously. In order to achieve the proposed objective, we selected a
bibliographic reference that provided the basis for the analysis of the data generated during the
research, including, among others, the theoretical approaches of the following authors: Morin
(1996; 2000; 2005; 2005; 2015); Santos (1988; 2002; 2014); Moraes (2008; 2011; 2015);
Petraglia (1995; 2006; 2013); D'Ambrósio (1997; 2017); Nicolescu (1999; 2000; 2002; 2012);
Soares (2004; 2014; 2015); Kleiman (1995; 2005; 2008; 2010); Tfouni (1988; 2005; 2013); and
Freire (1982; 1987; 1996). The methodological course was guided by the type of case study
research, following the qualitative approach. The data generation instruments used were:
document analysis; non-participant observation; the semi-structured interview; and the
autobiographical record. For data processing, we used content analysis as a way to interpret the
information generated. As a result of the analyses, we emphasize that the teachers conceptually
understand literacy and reading and writing skills as distinct and non-hierarchical processes, as
well as recognizing a direct relationship between literacy practices and the use of diverse textual
genres in the development of reading and writing activities. However, only one of the observed
teachers carries out the processes simultaneously in her classes, because, in the practice of the
other teachers, the literacy process prevails as the most relevant, being considered a prerequisite
for the development of school literacy, since they consider that it is first necessary to master the
technique of reading and writing and only then use it in practical situations. Based on these
considerations, our thesis proposal starts from the premise that the epistemological principles
of the modern scientific paradigm, disjunction and fragmentation, constitute one of the
obstacles to the realization of a methodological practice of literacy and reading and writing
skills, since the presence of these principles is still observed in the practices. In relation to
transdisciplinarity, all the teachers presented some epistemological evidence that underlies this
methodology, however the practices and attitudes manifested by them were developed
unconsciously, since they are all unaware of the concept and epistemological principles of a
transdisciplinary teaching practice.
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