Conceptual map, an academic textual genre: a proposal for retextualization of didactic texts on History

Abstract:

We present here an experience report on a retextualization practice of didactic texts on History based on production of conceptual maps. This research was carried out with students of the 6th grade of the elementary school II, at the state school located in the city of Cambé (Paraná state). In the study, we investigated whether new knowledge was built by students as from the production of such conceptual maps. We supported our study on the Theory of Meaningful Learning, the Theory of Text Genre and the procedural approach to text production. Results indicate that by retextualizing didactic texts, students established new relationships and gave a new meaning to the contents studied, compared to their previous knowledge about the subject. We also observed that the collaborative and dialogical practice was essential to the construction of new knowledge for the relationship they established in the diagrams produced. We expect to contribute to the debates involving the production of conceptual map as a possibility of retextualization and as an important academic genre to develop a meaningful learning.

Keywords:
conceptual map; textual genre; retextualization; meaningful learning; History teaching