Linguagem e ensino de ciências: um estudo sobre o gênero textual verbete e sua transposição nos anos iniciais

Abstract

The textual genres have been indicated as learning objects, since they are products of human actions and, therefore, they become proficuous tools for language learning. Allied to this, the teaching of science offers bias strongly related to the practices of subject languages, as the student, in the construction of scientific knowledge, is through language. This thesis sought to analyze the relation between native language and science, in an inter disciplinary perspective. We had a purpose to analyze the capacities of language develo ped by the students, as well as linguistic and scientific knowledge learned during the de velopment of a literacy project, which its final product was the hypergenre “bichopédia” (BONINI, 2011), whose main constitution is made by genre entry. To theoretical basis f or this present research, we used several authors. In addressing issues related to sociodis cursive interactionism, we used especially Bronckart (2009) and Schneuwly and Dolz (2 004). In the intention to bring knowledge of the entries, we rely on Porshe, Battisti, Dal Corno, Pozenato (2009), Fontana (2009) and Dionisio (2010). To approach a modeling genre entry, we used Machado and Cristóvão (2006), Barros (2012) and Szundy (2010), which relate to the theoretical and methodological ISD bias. Once we defend a teaching of immersed languages in social and cultural practices, we used the Literacy theories to guide our work, especially from authors like Magda Soares (1998, 2008), Street (1984, 2014) and Angela Kleiman (1999, 2007), this also being the main theoretical basis to ad dress the importance of literacy projects in school. In the last years, the concern with the Scientific Literacy in the natural and human sciences grew, whose main theorist advocat e a relation between science and social practices. Authors like Motta-Roth (2009), Mon donça and Bunzen (2013), Krasilchik and Marandino (2007), Izabel Martins (2010), Mo rtimer, Vieira and Araújo (2010), among others, discuss this important relation, which was also based on our writing course of this work. The methodology used to prove this s tatement was an action research, which pointed out to the development of the language capacities of the students; furthermore, the importance of the literacy project has been s hown for the learning of language and scientific aspects. The research shows that the ge nre entry, modeled to indicate the teachable dimensions of genre, is a potential resource in learning scientific knowledge, especially in the social movement, as an encyclopedia.