“…We observe that teachers allow an exacerbated time for the learning of reading and writing, especially in the 1st and 2nd years of the ES, when they could articulate the proposals for the development of the competencies mentioned above to the other areas of knowledges, especially those related to sciences (Sobreira, 2017). From this perspective, we believe that a pedagogical approach in the light of a given object of study, through the articulation of contents, can corroborate its comprehension in its completeness, overcoming the segmented approach to knowledge, an aspect that could cause a conflict in terms of time and space of teacher planning (Lledó, 1994;Nigro & Azevedo, 2011;Sobreira, 2017;Kurz & Bedin, 2019a).…”