Textos de divulgação científica na formação de professores de Ciências como modo de potencializar a compreensão da leitura

Abstract

This study aimed to understand the reading practices of Science teachers participating in a Reading Group of Popular Science Texts (TDC), from the perspective of historical-cultural theory. The research, linked to Line 2 – Teacher Education and Pedagogical Practices of the Graduate Program in Science Teaching at the Federal University of the Southern Frontier – Cerro Largo Campus/RS, involved a literature review and the observation of the reading group meetings. Data analysis was guided by a phenomenological approach, based on the principles of Discursive Textual Analysis (DTA). The first specific objective was to identify, through a review of the Digital Library of Theses and Dissertations (BDTD), possible relationships among the historical-cultural framework, reading, Science Teaching, and Teacher Education. Six studies were analyzed, from which the final category emerged: reading as an interactive practice that enhances scientific knowledge and human development. Reading was highlighted as essential to learning, particularly by promoting the development of Higher Psychological Functions (HPF), as well as interaction, mediation, and the meaning-making function of language. The second objective aimed to analyze the reading understandings of Science teachers participating in the TDC Reading Group. To this end, meetings were observed and analyzed through recordings and transcriptions. The analysis, based on DTA, revealed reading in Science education as a strategy that enhances student development. Participants understand reading as a tool that contributes to argumentation, critical thinking, and the development of HPF. Moreover, the importance of teachers planning intentional and meaningful reading strategies for classroom use was emphasized. Finally, a teaching proposal was developed based on the group’s discussions and the foundations of historical-cultural theory. The proposal was structured into five Chemistry lessons, using a chapter from the book Newton’s Chicken as a mediating tool. The pedagogical strategies were based on principles of the historical-cultural theory, such as: contextualization; mediation; appropriation; argumentation; and socialization. The proposal aimed to foster interaction among students, critical reflection on science communication, and the development of HPF, highlighting the importance of interactive reading of TDC in teaching and learning processes. Thus, the research supports the assertion that participants in the TDC Reading Group view reading as an integral part of Science teaching practices, considering the established interactions, appropriation, and conceptual meaning-making through language.