Letramento científico no contexto escolar: um olhar descendente para a produção do artigo de divulgação científica no ensino médio

• Ano de defesa: 2022
• Autor(a) principal: Sousa, Guilherme Moés Ribeiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Ensino médio; Letramento científico; Sequência didática; Artigo de divulgação científica; Interacionismo sociodiscursivo; High school; Scientific literacy; Following teaching; Scientific dissemination article; Sociodiscursive interactionism; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/25003

In view of the problems highlighted by data from the National Institute of Educational Studies and Research Anísio Teixeira (INEP, 2017), the International Student Assessment Program (PISA, 2018) and the Scientific Literacy Indicator (GOMES, 2015) in relation to scientific literacy of people, it is worth highlighting it as a teaching-learning demand, especially with regard to high school students, so that it would be appropriate to ask: how is the appropriation, by these students, of scientific literacy practices? More specifically: i) which physical and socio-subjective pre-constructions most significantly represent scientific literacy practices in the initial production of the scientific dissemination article (ADC) genre?; ii) how can the execution of a didactic sequence (DS), with emphasis on the production of ADC and the development of language skills, can favor the appropriation of scientific literacy practices by the collaborators?; and iii) which linguistic-discursive elements materialized in the rewriting of the ADC reflect such appropriation? Therefore, the objective was to investigate the appropriation of scientific literacy practices by 2nd grade high school students from an integral public school of the state education network in Paraíba, through intervention focused on the production of the ADC genre. In this perspective, the specific objectives were: i) to characterize the physical and socio-subjective pre-constructions of the collaborators concretized in the initial production in relation to scientific literacy; ii) evaluate the role of SD in the development of scientific literacy practices through work with the ADC; and iii) analyze the linguistic-discursive elements related to the language capacities mobilized in the rewritten version of the ADC. To do so, it was theoretically based on studies of Sociodiscursive Interactionism (ISD), from Bronckart (1999, 2006, 2019), in the didactic sequence perspective of Dolz, Noverraz and Schneuwly (2004), as well as in works on scientific literacy , scientific discourse and scientific dissemination discourse (SILVA, 2020; MAGALHÃES; CRISTOVÃO, 2018; MOTTA-ROTH, 2011; DEMO, 1995; CORACINI, 1991; ZAMBONI, 2001), about the scientific dissemination article genre (LEIBRUDER, 2011) , and in parameterizing documents of Basic Education, such as the National Curricular Common Base - BNCC (BRASIL, 2018). In this sense, according to the parameters of Silveira and Córdova (2009), a research of an applied, exploratory and descriptive nature was implemented in relation to the objectives, qualitative in terms of approach and action research regarding the procedures. The results revealed from the analysis of the initial and final productions of five collaborators showed that, in the initial version of the ADC they produced, the students had difficulties in the construction of paraphrases, a fundamental operation regarding the process of reformulating the scientific discourse of the scientific article in discourse of scientific dissemination, which characterizes the ADC. In this light, after the SD modules focus, especially, on paraphrasing linked to the development of action and linguistic-discursive capacities (from the management of voices and nominal cohesion), as well as, after a work with the discursive dimension, with emphasis on the general plan of that genre, an evolution of the appropriation of language skills by the collaborators was noticed in the rewritten version they performed. Thus, the relevance of the development of the intervention made, based on the SD taken along the lines of Dolz, Noverraz and Schneuwly (2004), with a focus on the production of the ADC, for the development of language skills, with a view to the appropriation of scientific literacy practices by the students, so that, to a certain extent, an introduction of the collaborators in such language practices was favored.