A leitura interativa de textos de divulgação científica no ensino de ciências como modo de potencializar a significação de conceitos científicos

Abstract

This study approaches the practice of interactive reading of Scientific Dissemination Texts (SDT) in the initial training of teachers in the field of Natural Sciences as a theme, as a way of enhancing the understanding and meaning of the concept of Chemical Substance. The research consisted of the elaboration and monitoring of a practice of interactive reading of SDT in the initial training of teachers in General Chemistry classes. The problem is related both to the need to enhance the use of scientific language from interactive reading practices of SDT, and to the need to bring to the teacher in initial training the understanding that, to learn science, it is necessary to make use of his / her knowledge. specific language. Thus, we seek to answer whether the practice of interactive reading of SDT helps in the process of conceptual meaning in a context of initial teacher education? The general objective was to identify if the practice of interactive reading of the SDT enhances the meaning of scientific concepts and if the reading strategies qualify the interaction of the reader with the text. The specific objectives, which were outlined, consisted of: identifying through bibliographic review in theses and dissertations how SDT has been used in Science Education; seek understandings, through bibliographic review, about the practice of reading together with the initial training of science teachers; propose and accompany a strategy of interactive reading of SDT in order to indicate the conceptual significance and search for evidence of the use of chemical language from cultural instruments such as speech, writing and reading in the interactive process that has been established. The research is characterized as a qualitative study) and, for data analysis, Textual Discursive Analysis (TDA) was used in bibliographic reviews and Microgenetic Analysis in the reading strategy developed. The results indicate that the practice of interactive reading of SDT requires the planning and mediation of the teacher and, for this to happen, the teacher must have formative experiences that contribute to this. It was also possible to show that the students, from the interactive reading and the guidance of the researcher teacher, started to use the terms of the specific Language of Science. In interactive dialogues, undergraduate students make use of scientific concepts brought by the SDT and the researcher teacher, of everyday concepts, derived from their experiences and, thus, evidence the beginning of the conceptual elaboration regarding the concept of Chemical Substance.