This research, under the title Integrated Didactic Activity: Teaching Portuguese Language in
an Interdisciplinary Perspective, was structured and carried out in accordance with the
requirements of the Professional Master's Program in Literature – PROFLETRAS. Discusses
the teaching of the Portuguese Language based on Integrated Didactic Activities (ADIs) –
created by Moura (2017), informed by principles of Bakhtin's Theory and using speech genres
as a teaching object. The reflections carried out on language teaching from an interdisciplinary,
dialogical, socio-cognitive, interactive and reflective perspective emphasize the use of
discursive genres and the amalgam of elements that add to make the knowledge
learned/constructed at school go beyond the context of the classroom. class and apply to
students’ experiences. In the construct, data and evidence that point to the contributions of
Integrated Didactic Activities to the teaching-learning process as a tool for organizing
pedagogical work, teaching methodology and an instrument for change in the face of real
everyday contexts. The analyzed corpus was obtained through the collection of data produced
during the implementation of the Intervention Project “Here we are, ...”, whose actions were
developed with 6th and 7th year students from the Artur Municipal School of Early Childhood
and Elementary Education. Pessoa, a teaching unit in the rural area of the municipality of
Altamira-PA – a fact that gives the research, in terms of procedures, the characteristic of
participant. The discussion is based primarily on Bakhtin's theory (1981, 2010) and the studies
of other researchers such as Marcuschi (2007), Kleiman (2002), Koch and Elias (2010), Rojo
(2002), Antunes (2003), Geraldi (1997, 1995, 2010) and Moura (2021, 2018, 2017) who, like
Bakhtin, consider language a cognitive, social and historical activity, and help in understanding
and carrying out Integrated Didactic Activities. The research presented the following results:
Integrated Didactic Activities attribute dynamism and flexibility to the organization of
pedagogical work, enhance language teaching by favoring the expansion of students' linguistic
and discursive capabilities, modify the way of acting and thinking about the teaching-learning
process and life. This result extended to the perspectives of the study's contribution and proved
to be powerful in the formation of more responsive and independent subjects, in
interdisciplinary teaching-learning, in the production of knowledge based on the social reality
in which we live.
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