Leitura e ensino de ciencias/geociencias : algumas condições de produção do imagianrio e discursos de professores / Reading and science/ geosciences teaching : some production conditions of imaginary and dicourse of teachers

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

Supposing that teachers play a fundamental role on mediation of students reading practice and on their development as science readers, and assuming that this mediation is related to the teachers imaginary about reading, the present work had as main objective to understand some aspects of the production conditions of this imaginary by analyzing four teachers (from different subjectmatters - chemistry, geography, portuguese and biology - in a public school) discourses about reading and its relationship with science/geosciences teaching. Based on French Discourse Analysis, I analyzed reading significations produced by these teachers through semi-structured interviews, considering that these significations were produced in certain production conditions that embody an immediate context, the subjects and the situations, and the social-historic and ideological context. Through the analysis, I observed that these teachers imaginary is related, essentially, to personal aspects of their life histories plus initial and continued formation, as well as aspects of the work and interaction dynamics at the already mentioned school. On the teachers discourses, reading has acquired different roles, such as, for example: information source; text production activities; mediation of practices that aloud students discussions and interpretations, in which student s voices become part of the process of knowledge construction in the lasses. All teachers refer to reading as important in their subject-matters, and they use different reading sources, including didactic manuals. Nevertheless, we have identified in their discourses some distinctions between the reading practices in the context of portuguese classes and the other subject-matters: this imaginary seems to be related to the predictability of scientific text reading, established through the historic relation of the construction and legitimacy of univocal scientific discourses. In general, the results show that the teachers discourses about reading are related to significations presented at discourses produced on science teaching area of research and in official documents, such as the PCN. Moreover, some discourses that have reached this school, through two courses of continued formation followed by these teachers, appear to be related with the significations produced by the teachers. Finally, I discuss possible production conditions that appear to be constructed along with the development of a collaborative project between university and the school, due, specially, to the specificity of the nature of geosciences knowledge and the proper project itself

ASSUNTO(S)

continued education discourse leitura ensino de ciencias formação continuada reading geociencias - estudo e ensino science teaching geosciences discurso

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