Resumo

MACHADO, IARA MARES  e  GIRALDI, PATRICIA MONTANARI. READING, LANGUAGE AND KNOWLODGE: REFLECTIONS FROM A DISCURSIVE ANALYSIS OF TWO TEXTS ON THE CONTEXT OF SCIENCE EDUCATION. Ens. Pesqui. Educ. Ciênc. (Belo Horizonte) [online]. 2019, vol.21, e12152.  Epub 27-Out-2019. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172019210118.

Herein, we present some meanings about reading and language, and analyse two texts about fishes considering different social and historical contexts. The goal is to point out some contributions and reflections for science education. The first analysed text is a Kamayurá narrative written by Leonardo Boff, and the second is a Rachel Carson story translated by Antonio Salatino. Both texts were analysed under the discourse analysis with some contributions from social studies of science and technology and other references. We conclude that the discursive reading can enhance the discussions about knowledge circulation and legitimation in society; and that the ambivalence of language and the contextualization of texts can contribute to the questioning of determinism and coloniality on sciences and on education.

Palavras-chave : Discursive reading; Ecology of knowledge; Education on Science.

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