Estratégias de leitura na educação química e na formação docente: necessidades e contribuições de um planejamento crítico
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Data
2011-04-01
Autores
Francisco Junior, Wilmo Ernesto [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Que a leitura é essencial em qualquer setor da sociedade, isso é inconteste, mas quais mecanismos regulam esse processo e como professores e pesquisadores podem (ou devem) agir para suplantar problemas associados a essa competência? Qual o papel do leitor durante a leitura e quais procedimentos o tornam mais proficiente? Quais são as contribuições das pesquisas em educação em ciências para questões atinentes à leitura? Quais estratégias de leitura contribuem para a formação de um leitor crítico e de qual forma? Foi essencialmente o anseio de debater tais questionamentos que moveu a presente pesquisa, dividida basicamente em quatro etapas de investigação. A primeira delas consistiu de um levantamento acerca da produção científica relacionada à leitura nos periódicos brasileiros de educação em ciências. Esse levantamento revelou um crescimento das pesquisas nos últimos anos, assim como o uso de estratégias de leitura utilizadas variadas, envolvendo diferentes e criativas propostas de produção de textos conjuntamente à leitura. No entanto, aspectos cognitivos e metacognitivos da leitura não são explorados, o que poderia atuar positivamente para a melhoria do processo. As outras três etapas do trabalho consistiram no planejamento, execução e avaliação de unidades de leitura. Tais unidades de leitura são compostas basicamente por três passos: i) a produção inicial e individual de sentidos; ii) a socialização desses sentidos em grupo; e iii) a transformação dos sentidos a partir da escrita de um novo texto. Na primeira dessas unidades de leitura, é apresentada uma atividade que buscou o desenvolvimento de aspectos relacionados ao funcionamento da ciência, sobretudo a importância dos modelos. Após a leitura do texto, realizada individualmente e em silêncio, foi conduzida uma atividade...
That reading is essential in modern society is undeniable, but it is not clear which mechanisms adjust this process and how teachers and researches can (or should) proceed to supplant problems associated with this competence. What is the role of readers during the reading process and what procedures make them more proficient? Which reading strategies can help developing the critical reading and how do they work? From these questions, the aim of this study is contribute to this discussion. The present research was divided into four parts. The first of them is the study of papers concerning reading in science education published in brazilian journals of this field. This study revealed an improvement of research related to reading in Brazil in the last years, as well as different and creative proposes that involved writing together with reading. However, cognitive and metacognitive aspects were not explored, which could help to improve this process. The other three parts consisted on the organization, execution and evaluation of reading units. These reading units involve three steps: i) an initial sense production; ii) the socialization of these senses in group; and iii) the transformation of these ideas through writing of a new text. As the first reading unit a classroom activity developed with medium level students from a pre-vestibular course in Araraquara-SP is examined. The aim of this activity was to develop aspects concerned to science function, mainly about the models‟ role in science. After reading, conducted individually and in silence, writing activities were developed. Among others, these activities demanded the formulation of questions, commentaries and question answer pairs about the text. In the second proposal conducted in classroom, a reading activity developed with 17 chemistry students from Federal University of Rondonia... (Complete abstract click electronic access below)
That reading is essential in modern society is undeniable, but it is not clear which mechanisms adjust this process and how teachers and researches can (or should) proceed to supplant problems associated with this competence. What is the role of readers during the reading process and what procedures make them more proficient? Which reading strategies can help developing the critical reading and how do they work? From these questions, the aim of this study is contribute to this discussion. The present research was divided into four parts. The first of them is the study of papers concerning reading in science education published in brazilian journals of this field. This study revealed an improvement of research related to reading in Brazil in the last years, as well as different and creative proposes that involved writing together with reading. However, cognitive and metacognitive aspects were not explored, which could help to improve this process. The other three parts consisted on the organization, execution and evaluation of reading units. These reading units involve three steps: i) an initial sense production; ii) the socialization of these senses in group; and iii) the transformation of these ideas through writing of a new text. As the first reading unit a classroom activity developed with medium level students from a pre-vestibular course in Araraquara-SP is examined. The aim of this activity was to develop aspects concerned to science function, mainly about the models‟ role in science. After reading, conducted individually and in silence, writing activities were developed. Among others, these activities demanded the formulation of questions, commentaries and question answer pairs about the text. In the second proposal conducted in classroom, a reading activity developed with 17 chemistry students from Federal University of Rondonia... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Química ambiental, Environmental chemistry
Como citar
FRANCISCO JUNIOR, Wilmo Ernesto. Estratégias de leitura na educação química e na formação docente: necessidades e contribuições de um planejamento crítico. 2011. 185 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Química de Araraquara, 2011.