A prática da leitura e da escrita no ensino de química: uma análise de manuscritos

Abstract

The present work is directed to a look at the contributions and/or limitations of the use of writing and reading with the teaching of Chemistry. Part of the importance of the use of chemical language in the teaching and learning process. The objective was to look at and understand the ways in which the practice of reading and writing has been approached with the teaching of Chemistry. To do so, a bibliographical review was carried out with the periodicals of the area of Science teaching, from 2012 to July 2017. The selection of the articles was done through the search of the descriptors: chemistry and reading and / or chemistry and written in the title and/or in the keywords of the articles. After this survey, the articles were read in an analytical process via Discursive Textual Analysis in order to identify the focuses on the use of writing and reading. Tables were drawn up, highlighting excerpts that consisted of the unitarization and then the reorganization of the same ones were obtained obtaining like results three categories emergent, which are: strategy, mediation and formation / reflection, which reinforce the importance the use of language, especially writing and reading, along with chemical learning, teaching processes and the teacher's constitution.