Leitura de textos e oportunidades de aprendizagem em ciências nos anos iniciais no ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Samantha Maia Meireles
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Educação em ciências; Leitura; Ensino e aprendizagem; Anos iniciais do ensino fundamental; Textos informativos; Educação; Ciências (Ensino fundamental) - Estudo e ensino; Aprendizagem
• Link de acesso: http://hdl.handle.net/1843/57689

The aim of this work was to investigate how learning opportunities have been constructed during reading sessions of nonfiction books in science classes by students and teacher in an elementary classroom. In the light of the distinction between efferent and aesthetic reading, we described how participants adopted them using elements of educational ethnography such as micro ethnography and discourse analysis applied to science education. Our study is part of a longitudinal research study that investigate early years of the same fundamental classroom. The analytic process of this work focus on three reading situations of texts with informative content that had been performed during the period of that large project. The data comprises video and audio records, artefacts and field notes. The results of this research present telling cases related to frame clashes and indicate that both efferent and aesthetic reading was evocated during the construction of learning opportunities in science classes. Based in narrative elements and anthropomorphising participants promoted movements between efferent and aesthetic while reading texts with informative content. This study shows the relevance to create openness to nonexcepted response reading of children and dialogue circles lectures in science classes at early ages. Finally, we point: i) the potential of nonfiction literature books at science teaching, ii) the role of aesthetic and efferent reading during the construction of learning opportunities in science classes and iii) the role of the relationships between teacher-children and between children during efferent and aesthetic reading.