Resumo

TARGINO, Arcenira Resende Lopes  e  GIORDAN, Marcelo. Retextualizing the literary text of science communication The periodic table in the chemistry teaching. Educ. Pesqui. [online]. 2021, vol.47, e221433.  Epub 10-Mar-2021. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202147221413.

Several studies have suggested that approaching texts of science communication and literary texts in Sciences teaching can pose a major contribution, since besides of allowing reflections on values and attitudes, it can also help to construct concepts, thus contributing to achieve scientific literacy. Having such perspective in mind, it was elaborated and applied a didactic sequence (DS) denominated Chemical Elements in nature and in the society: the socioenvironmental disaster of the Doce River, which was applied in the first grade of High School in a public school in the city of São Paulo. After analyzing and selecting some literary texts of science communication (LTSC), excerpts of some works have been addressed in different teaching activities. In this article, we analyzed discursive interactions observed in the classroom after approaching some chapters of the LTSC The Periodic Table by Primo Levi. Among the results of the application, it can be pointed out the way that both students and the teacher retextualized portions of the work, and moments of initiation and assessment of interaction by the students were observed, a not common discursive interaction pattern in the classroom. Furthermore, while addressing LTSC chapters in the classroom, it was verified the pedagogic aim of the metacognition, since it was noted discursive sequences, where it happened reflections on what is related to the properties of chemical elements. Those results suggest the didactic potentialities of the LTSC in a Chemistry classroom.

Palavras-chave : Scientific literacy; Periodic law; Didactic sequence.

        · resumo em Português     · texto em Português | Inglês     · Português ( pdf ) | Inglês ( pdf )