| dc.description.abstract | Due to the importance of discussing instruments, methodologies/different didactic strategies,
in the initial training of teachers, for the professional development of this future teacher and to
qualify their pedagogical practice. The present dissertation focused on promoting the
monitoring and practice of interactive reading of Scientific Dissemination Texts (SDT), both in
the chemistry degree course, with scholarship holders from the UFSM PIBID, and with students
from the Basic School. Seeking to highlight the potentialities of the use of SDT in the school
context, this research was organized, in four stages of action-research and the data were
analyzed through the Discursive Textual Analysis, with emerging categories being elaborated.
The first stage of the research refers to the bibliographic survey carried out in Brazilian Theses
and Dissertations, where we seek to expand the understanding of SDT reading, indicating
ways for its use as a teaching methodology. Through this literature review, we found that
reading SDT can have different didactic objectives, in addition to motivating students to study
science, it can also promote interdisciplinarity, argumentation and scientific literacy. The
second stage was characterized by meetings at the University with the PIBID group, composed
of 10 fellows, so that they could understand the particularities of the SDT and thus plan
thematic workshops with the use of the chosen SDT and differentiated strategies for Basic
Education. Throughout the development of activities with undergraduate students, the
characteristics of the Scientific Dissemination Discourse (SDD) were addressed; the SDD
differences for Scientific Discourse; the places where SDT can be found; how they could
perform the mapping of the text, to better understand its structure, and the different reading
methodologies / strategies that could be used in their planning were also discussed with them.
The school interventions took place in the third stage, where the undergraduates worked on
their Thematic Workshops entitled “Periodic Table: a historical context”; “The chemistry
present in the electronics” and “Spices: the chemistry present in the small details”, respectively,
in the first, second and third grades of high school. In this stage, moments of reflection on
teaching practice were provided, where the scholarship students were able to expose their
perceptions of the activity carried out with SDT, through experience reports, which were
presented at the 39th Meeting of Debates on Teaching Chemistry. These reports as well as
the semi-structured questionnaires, used during the research, served as data for the analysis
of this dissertation, which consisted of the fourth and last stage, where we looked for the
graduates' perceptions regarding the potentialities of the use of SDT in school context. We can
evidence from the results of this research that reading SDT in the classroom, if well planned,
favors the learning of scientific concepts; it also stimulates critical thinking, based on the
development of oral and / or written expression, which contributes to the formation of citizens
capable of intervening in their reality. In addition, the graduates showed some limitations
regarding teaching and reading practice, but which can be overcome with the promotion of
reading habits in the classroom. | |
