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vol.17 número3IMAGENS E DESENHOS INFANTIS NOS PROCESSOS DE CONSTRUÇÃO DE SENTIDOS EM UMA SEQUÊNCIA DE ENSINO SOBRE CICLO DA ÁGUAA MEDIDA NAS PESQUISAS EM EDUCAÇÃO: EMPREGANDO O MODELO RASCH PARA ACESSAR E AVALIAR TRAÇOS LATENTES índice de autoresíndice de assuntospesquisa de artigos
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Ensaio Pesquisa em Educação em Ciências (Belo Horizonte)

versão impressa ISSN 1415-2150versão On-line ISSN 1983-2117

Resumo

SILVEIRA JUNIOR, Célio da; LIMA, Maria Emília Caixeta de Castro  e  MACHADO, Andréa Horta. READING IN SCIENCE CLASSROOM AS A DIALOGICAL AND EDUCATIONAL SOCIAL PRACTICE. Ens. Pesqui. Educ. Ciênc. (Belo Horizonte) [online]. 2015, vol.17, n.3, pp.633-656. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172015170305.

In this work, based on the fundaments of cultural-historical perspective of human development, we focus on the problem of pedagogical mediation reading science textbooks in classrooms. We argue in favour of reading science texts to learn science, and about the central role that teaching mediation plays in this process. From data of a specific reading mediation, we discussed teacher's actions in front of student's counter-words that emerged during a shared reading. We conclude that the mediation was created as a dialogical social practice (through words) and pedagogical (for the other), which contributes to the student's process of understanding science and about science, in addition to working a new text collectively built by offered counter-words.

Palavras-chave : Mediation; Reading; Teaching and learning of science..

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