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Abstract

This article aims to discuss reflections on learning from an interdisciplinary experience in a school that has the organization of curriculum from bilingual education. This school works planning with an emphasis on interdisciplinarity and this research is based on a case study between the curricular components of Arts and the English language. For this case study, we chose to observe the actions resulting from the activities of a didactic sequence planned for two first-year classes of elementary school of a bilingual private school in Santa Catarina. The analysis of the generated data occurred through the historical-cultural perspective with assumptions of interdisciplinarity. The data indicate that the didactic sequence made it possible to develop pedagogical practices that enriched the learning and stimulation in English language and broadened the students' cultural background. And these pedagogical practices worked from a bilingual interdisciplinary perspective enable integrated, non-fragmented teaching from a conceptual learning perspective linked to linguistic development.