Retextualização do texto literário de divulgação científica A Tabela Periódica no ensino de Química
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação e Pesquisa
ISSN
1678-4653
Página(s)/e-location
e221413
Idioma(s)
pt
Fonte
Fonte
São Paulo
47
47
Coleções
Resumo
Diversos estudos têm sugerido que a abordagem de textos de divulgação científica e de textos literários no ensino de Ciências pode trazer importantes contribuições, pois, além de permitir reflexões acerca de valores e atitudes, também pode auxiliar na construção de conceitos, contribuindo assim para o letramento científico. Tendo em vista essa perspectiva, foi elaborada e aplicada uma sequência didática (SD) intitulada Elementos químicos na natureza e na sociedade: o desastre socioambiental do Rio Doce, a qual foi aplicada na primeira série do Ensino Médio em uma escola pública da cidade de São Paulo. Após análise e seleção de alguns textos literários de divulgação científica (TLDC), excertos de algumas obras foram abordados em diferentes atividades de ensino. Neste artigo, analisamos interações discursivas observadas em sala de aula, resultantes de abordagem de capítulos do TLDC A Tabela Periódica, de autoria de Primo Levi. Dentre os resultados de aplicação, destaca-se a forma de retextualizar trechos da obra pelos estudantes e professor, em que foram observados momentos de iniciação e avaliação da interação pelos estudantes, um padrão de interação discursivo pouco frequente em sala de aula. Além disso, durante a abordagem de capítulos do TLDC em sala de aula foi constada a finalidade pedagógica de metacognição, pois foram observadas sequências discursivas em que ocorreram reflexões no que se refere às propriedades de elementos químicos. Tais resultados sugerem potencialidades didáticas da abordagem de TLDC em sala de aula de Química.
Several studies have suggested that approaching texts of science communication and literary texts in Sciences teaching can pose a major contribution, since besides of allowing reflections on values and attitudes, it can also help to construct concepts, thus contributing to achieve scientific literacy. Having such perspective in mind, it was elaborated and applied a didactic sequence (DS) denominated Chemical Elements in nature and in the society: the socioenvironmental disaster of the Doce River, which was applied in the first grade of High School in a public school in the city of São Paulo. After analyzing and selecting some literary texts of science communication (LTSC), excerpts of some works have been addressed in different teaching activities. In this article, we analyzed discursive interactions observed in the classroom after approaching some chapters of the LTSC The Periodic Table by Primo Levi. Among the results of the application, it can be pointed out the way that both students and the teacher retextualized portions of the work, and moments of initiation and assessment of interaction by the students were observed, a not common discursive interaction pattern in the classroom. Furthermore, while addressing LTSC chapters in the classroom, it was verified the pedagogic aim of the metacognition, since it was noted discursive sequences, where it happened reflections on what is related to the properties of chemical elements. Those results suggest the didactic potentialities of the LTSC in a Chemistry classroom.
Several studies have suggested that approaching texts of science communication and literary texts in Sciences teaching can pose a major contribution, since besides of allowing reflections on values and attitudes, it can also help to construct concepts, thus contributing to achieve scientific literacy. Having such perspective in mind, it was elaborated and applied a didactic sequence (DS) denominated Chemical Elements in nature and in the society: the socioenvironmental disaster of the Doce River, which was applied in the first grade of High School in a public school in the city of São Paulo. After analyzing and selecting some literary texts of science communication (LTSC), excerpts of some works have been addressed in different teaching activities. In this article, we analyzed discursive interactions observed in the classroom after approaching some chapters of the LTSC The Periodic Table by Primo Levi. Among the results of the application, it can be pointed out the way that both students and the teacher retextualized portions of the work, and moments of initiation and assessment of interaction by the students were observed, a not common discursive interaction pattern in the classroom. Furthermore, while addressing LTSC chapters in the classroom, it was verified the pedagogic aim of the metacognition, since it was noted discursive sequences, where it happened reflections on what is related to the properties of chemical elements. Those results suggest the didactic potentialities of the LTSC in a Chemistry classroom.
Descrição
Palavras-chave
Letramento científico, Lei periódica, Sequência didática, Scientific literacy, Periodic law, Didactic sequence
Citação
TARGINO, Arcenira Resende Lopes; GIORDAN, Marcelo. Retextualização do texto literário de divulgação científica A Tabela Periódica no ensino de Química. Educação e Pesquisa, São Paulo, v. 47, p. e221413. 2021. https://doi.org/10.1590/S1678-4634202147221413. Disponível em: https://www.scielo.br/j/ep/a/fVH96cf4YkGBKp4QjNbm8bF/?format=html&lang=pt. Acesso em: 2023-03-10