Experimentação investigativa no Ensino de Ciências: atenção para a linguagem da Ciência

Abstract

The work presents a discussion about investigative experimentation as a pedagogical practice, and a look at its purpose and relationship with language. The main objective was to analyze in, the articles of the area, the approach of the theme investigative experimentation and the relationship with language in Science Teaching. To do so, in this work, we searched for articles in the CAPES Portal that contemplated the theme Investigative Experimentation in Science Teaching, from 2003 to 2023. The search resulted in the selection of seven articles for analysis. The methodology of analysis was qualitative with the use of Textual Discourse Analysis. The analytical process resulted in two final categories: 1) "Interactive Learning Process" and 2) "Interactive Teaching Process". Also, in general, it was possible to identify language instruments used such as: writing, dialogue, argumentation, drawing, and especially the discussions about the activities. These languages can be used either as a learning instrument or as a diagnosis of learning. We emphasize that in relation to the first category, with which we carry out the writing of the metatext, we understand that the use of Investigative Experimentation helps in the development of cognitive processes, in the construction of knowledge, and in classroom interaction. And, for the second category, we point out that with the use of investigative experimentation in conjunction with language, it is possible to qualify the teaching processes, when working in the classroom acting as a mediator, making the student participate more, developing in him creativity, autonomy, and critical sense. All these processes help in the development of scientific language, which is a condition for learning in the area of science.