Leitura e escrita na formação inicial de professores de Química: articulações com a perspectiva do letramento científico

Abstract

Knowing some reading and writing practices in the Chemistry Teachers Initial Formation, it is observed that, in general, language is only seen as an instrument to understand and interpret texts relevant to the area. In an attempt to modify this scenario, different researches have already been presented with different perspectives. Anchoring this thesis in the French Speaking Discourse Analysis (AD), it's understood that the discourse is an "effect of the senses between interlocutors", which presupposes thinking the language from the subjects and the production of meanings. In addition to this theoretical and methodological framework, I was searched articulations with the Scientific Literacy aspect, understanding it as a process that must be encouraged and developed throughout an individual's life. In this sense, to think how the work with reading and writing in the Chemistry Teachers Initial Formation promoting Scientific Literacy is the question that was guided during the elaboration of this study, whose main objective is to understand the articulations with the perspective of Scientific Literature from the identification of potentialities and challenges in reading and writing texts. To achieve this, it was worked with the reading and production of texts with the six graduates in the first component of the Supervised Internship in Chemistry of the Federal University of Grande Dourados (UFGD), in a movement of writing and rewriting these texts. After delineating the production conditions, encompassing the subjects, the context and the activities developed, it was possible to delimit the corpus and the analysis device. In a process of de-superficilization of the texts produced by the academics and the questionnaire answered, analytical categories emerged. Among the results, initially, it was possible to perceive the influences of Literature for Scientific Literacy. At the same time, it was tried to show that elements such as the context of language production, as well as the subject-reader interaction, should be considered in the scientific literature. The analysis also showed that the process of writing and rewriting from the looks to the same text enabled textual re-significances, thus articulated with the Scientific Letters. In this context, different intertextual relations are pointed out and the three types of repetition identified in the productions. These elements are fundamental when considered in the school and university environment, since they move the student from the position of the copy (empirical repetition) to the authorship (historical repetition). In addition, different articulations with Scientific Letters appear as they see the importance of research, when questioning, seeking answers, discussing, constructing arguments and socializing experiences. The thesis also shows the importance of practices as a Curricular Component in the production of texts and in the discussions during the face-to-face meetings, indicating a social circulation of texts mobilized in initial formation at different moments. Finally, it’s believed that the work with reading, writing and rewriting in the Chemistry teachers initial formation makes it possible to understand the conceptions and experiences of students around language and the perspective of Scientific Literature. Finally, it’s understood that these future teachers, when experiencing actions of this kind in their formation, may have greater belonging and motivation to develop activities in Basic Education.