A mediação docente da leitura de textos didáticos para o ensino e aprendizagem de Ciências nos últimos anos do ensino fundamental

• Ano de defesa: 2015
• Autor(a) principal: Celio da Silveira Junior
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Leitura; Mediação; Texto didático de ciências; Modelos de ligações químicas; Educação
• Link de acesso: http://hdl.handle.net/1843/BUBD-A3BG5K

We consider teachers mediations in students textbook reading a key resource for the teaching and learning of natural sciences. The texts that reach the classroom, roughly speaking, are those of the textbooks. These texts are considered difficult not only for the contents they communicate but also for the multiple languages they use, making it necessary that the teacher of the discipline takes reading as teaching object in order to teach students to read science texts. In this thesis, we analyze a set of lessons involving the reading of textbooks about models of chemical bonds in a classroom of 9th year Brazilian public school students. We refer to language studies, especially those by Bakhtin and Vigotski, as well as to other authors that deal with reading and its mediation in the classroom, and with the teaching and learning of science. We share the idea that reading in the classroom should be seen as a dialogical and pedagogical social practice, and learning science involves learning how to identify and evaluate relationships between models as well as using them to interpret natural phenomena. In this context, our research question for the Doctorate adresses one of the issues present in our initial research design for the Master: does it make sense to teach models of chemical bonds in elementary school? We believe that the answer to this question will depend on why you teach and how to teach this subject. In this sense, our detailed analyses on data constructed from shared readings, turned to the discursive interactions occurred, with special focus on teaching action indicative: why the teacher taught and how the teacher taught the subject models of chemical bonds? For analysis, we classify these indications in four dimensions: reading purposes; conter-words of students; relationships between properties and templates; reading science textbooks. Our results point to the importance of teaching mediation intentionally planned and constructed in such a way as to give prominence to the processes of signification in reading science texts. Lessons are organized around these processes, in a break with the rule, routine of class. The relationship model-properties, essential in the educational purposes, was taut the entire time, seeking to achieve the objectives proposed by the projects teacher and authors of didactic reference collection. Made with students was a shared reading with the use of diverse strategies to make it productive in terms of dual apprenticeship: scientific models and science textbooks. We believe that, in our case, it made sense to teach models of chemical bonds in the elementary school. It made sense as it sought to develop a certain mindset that finds himself indicted in discursive interactions analysed. There were indications that it was productive to deal with the complexity of the models of chemical bonds with those students and by means of those texts. At the same time, this work was fundamental to my process of formation of teacher-researcher-mediator, given the opportunity I had to plan, collate my planning with the theoretical references, and look at what happened in the classroom with a deeper look and articulate.