O gênero textual relatório científico: produção e circulação em um contexto de ensino

Abstract

This work presents the results of a research that has as objective the study of the scientific report genre circulation with the purpose of elaborating a didactic model of the genre (MDG) for a school group in the state network from Bicas in Minas Gerais, Brazil, from the analysis of several models of reports that circulate in the school events, in textbooks and in tasks requested by teachers. The research is based on the theoretical assumptions of Sociodiscursive Interactionism (ISD), which conceives language as a social, discursive and interactive activity (BRONCKART, 2009, 2006a). In this theory, the insertion of the student into real language practices through systematic work with textual genres is capable of transforming both teaching and learning activity such as the participants involved in the didactic transposition process, so that students get, in the schooling process, autonomy to act socially through language. In addition, we based our study on theories of Multiple Letters, especially in the works of Street (1984, 2014), Rojo (2009, 2010, 2012, 2015), as well as the studies of Scientific Literature, in the works of Martins (2010) and Mota-Roth (2009). To carry out our work, the methodology used was the exploratory study, since it is a research proposal that articulates the bibliographic study of a generic theme, in this case the scientific report circulation in this school, based on analysis of the real models of scientific reports genre, observations and interviews. Initially, a semi-structured interview was conducted with the five teachers who teach Portuguese and Science subjects in order to analyze the pertinence of the report study for this school community. We then searched for reports circulating in school, in activities related to the Portuguese Language and Science subjects, and in didactic textbooks of the same disciplines adopted by the school. The data has shown that a) the school is a conducive place for the circulation of scientific discourse, and thus of the scientific report, considering an event that occurs annually in school and activities in the laboratory; b) teachers recognize the need for systematized teaching of the genre for the good performance of students in the activities required in the school; c) Portuguese Language and Science teachers admit difficulties of students in reading and writing, admit the need for interdisciplinary work, but do not do it; d) some analyzed manuals bring out report models different from those practiced in school. Thus, under the mediation of a didactic device, we establish the teachable dimensions of the genre, whose function is to assist in the teaching and learning process of the scientific report. Although the scientific discourse is present in the observed school environment, we noticed a certain disarticulation between subjects and a lack of consensus on the production of the scientific report genre, so that we constructed a didactic model of the scientific report genre as a tool to assist teachers in the development of capacities of students, as proposed by ISD.