Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices

Detalhes bibliográficos
Autor(a) principal: de Oliveira Ferreira, Edna Maria
Data de Publicação: 2024
Outros Autores: Tramallino, Carolina, Costa Vitorino, César
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961
Resumo: The teaching of reading has received special attention, particularly in the wake of national and international assessments that reveal a low level of reading comprehension among Brazilian secondary school students. This research focuses on the incidence of reading as decoding that underlies pedagogical practices in the classes of scientific popularization reading at the secondary level. The aim is to understand the relationship between this concept and the selection of didactic and pedagogical procedures that teachers employ in their practices, focusing on the student's role in constructing the meaning of the text. This article aims to reflect on the didactics of reading scientific popularization texts and describe the path from the selection of texts and activities proposed by teachers to reveal the dimensions and categories of analysis that demonstrate the viability of content analysis in analyzing the corpus. Data were collected through semi-structured interviews, observation of teaching practices, and focus group discussions. The concept of the text as a finished product and reading as decoding or expression of thought overlapped with the concept of reading as interaction. Thus, it was observed that in the academic-scientific reading classroom, the text is not understood as a process, nor is reading seen as a co-production of meanings. Hence, the need for ongoing teacher training and further research on this issue at pre-university educational levels
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spelling Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching PracticesLectura de textos de Divulgación Científica en la enseñanza secundaria: un análisis de la práctica docente LECTURA DE TEXTOS DE DIVULGACIÓN CIENTÍFICA EN LA ENSEÑANZA SECUNDARIA: UN ANÁLISIS DE LA PRÁCTICA DOCENTE EnsinoLeituraTextos de divulgação científicaEnsino secundárioEnseñanzaLecturaTextos de Divulgación científicaEnseñanza secundariaTeachingReadingScientific Popularization TextsSecondary SchoolThe teaching of reading has received special attention, particularly in the wake of national and international assessments that reveal a low level of reading comprehension among Brazilian secondary school students. This research focuses on the incidence of reading as decoding that underlies pedagogical practices in the classes of scientific popularization reading at the secondary level. The aim is to understand the relationship between this concept and the selection of didactic and pedagogical procedures that teachers employ in their practices, focusing on the student's role in constructing the meaning of the text. This article aims to reflect on the didactics of reading scientific popularization texts and describe the path from the selection of texts and activities proposed by teachers to reveal the dimensions and categories of analysis that demonstrate the viability of content analysis in analyzing the corpus. Data were collected through semi-structured interviews, observation of teaching practices, and focus group discussions. The concept of the text as a finished product and reading as decoding or expression of thought overlapped with the concept of reading as interaction. Thus, it was observed that in the academic-scientific reading classroom, the text is not understood as a process, nor is reading seen as a co-production of meanings. Hence, the need for ongoing teacher training and further research on this issue at pre-university educational levelsLa enseñanza de la lectura ha recibido una atención especial, sobre todo, a raíz de las evaluaciones nacionales e internacionales que muestran un bajo nivel de comprensión lectora en estudiantes brasileños de escuelas medias. Esta investigación tiene como objeto de estudio  la incidencia del concepto de lectura como decodificación que subyace a la práctica pedagógica en las clases de lectura de divulgación científica en el nivel secundario, con la finalidad de comprender la relación entre este concepto y la selección de procedimientos didáctico-pedagógicos que los profesores realizan en sus propias prácticas, con foco en el protagonismo otorgado al estudiante en la construcción de los significados del texto. El objetivo de este artículo es reflexionar sobre la didáctica de la lectura de textos de divulgación científica y describir el camino desde la elección de los textos y actividades propuestas por docentes para relevar las dimensiones y categorías de análisis que evidencian la viabilidad del análisis de contenido para analizar el corpus. Los datos fueron recogidos mediante entrevistas semi estructuradas, observación de la práctica docente y grupo focal. El concepto de texto como producto acabado y de lectura como decodificación o expresión del pensamiento se solapó con el concepto de lectura como interacción. Así, se constató que en el espacio áulico de la lectura académica-científica el texto no se entiende como proceso ni la lectura como coproducción de significados. De ahí la necesidad de una formación continua del profesorado y de nuevos estudios sobre esa problemática desde niveles educativos pre universitarios.O ensino de leitura tem recebido atenção especial, principalmente após as avaliações nacionais e internacionais, que mostram o baixo nível de compreensão leitora dos alunos brasileiros do ensino médio. Esta pesquisa teve como objeto de estudo a incidência da concepção de leitura como decodificação, subjacente à prática pedagógica nas aulas de leitura de divulgação científica no nível médio, a fim de compreender a relação entre essa concepção e a seleção de procedimentos didático-pedagógicos que os professores realizam para suas práticas, com vistas ao lugar dado ao aluno como protagonista na construção dos sentidos do texto. O objetivo deste artigo é refletir sobre a didática da leitura de textos populares de ciências e descrever o percurso desde a escolha dos textos e das atividades propostas pelos professores até revelar as dimensões e categorias de análise que demonstram a viabilidade da análise de conteúdo para analisar o corpus. Os dados foram coletados por meio de entrevistas semiestruturadas, observação da prática docente e grupos focais. A concepção de texto como produto acabado e de leitura como descodificação ou expressão do pensamento sobrepôs-se à concepção de leitura como interação. Assim, verificou-se que, no espaço da sala de aula de leitura acadêmico-científica o texto não é entendido como processo, e a leitura não é concebida como coprodução de sentidos. Daí, a necessidade de formação contínua dos professores e de novos estudos sobre esse tema, mesmo nos níveis pré-universitários de ensino.Universidade Federal do Piauí2024-01-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/496110.26694/rles.v28i56.4961Languages, Education and Society; Vol. 28 No. 56 (2024): Linguagens, Educação e Sociedade; 1 - 28Lenguaje, Educación y Sociedad ; Vol. 28 Núm. 56 (2024): Linguagens, Educação e Sociedade; 1 - 28Linguagens, Educação e Sociedade; v. 28 n. 56 (2024): Linguagens, Educação e Sociedade; 1 - 282526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporspahttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961/4411https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961/4309Copyright (c) 2024 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessde Oliveira Ferreira, Edna Maria Tramallino, CarolinaCosta Vitorino, César 2024-01-18T14:46:23Zoai:periodicos.ufpi.br:article/4961Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2024-01-18T14:46:23Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
Lectura de textos de Divulgación Científica en la enseñanza secundaria: un análisis de la práctica docente
LECTURA DE TEXTOS DE DIVULGACIÓN CIENTÍFICA EN LA ENSEÑANZA SECUNDARIA: UN ANÁLISIS DE LA PRÁCTICA DOCENTE
title Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
spellingShingle Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
de Oliveira Ferreira, Edna Maria
Ensino
Leitura
Textos de divulgação científica
Ensino secundário
Enseñanza
Lectura
Textos de Divulgación científica
Enseñanza secundaria
Teaching
Reading
Scientific Popularization Texts
Secondary School
title_short Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
title_full Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
title_fullStr Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
title_full_unstemmed Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
title_sort Reading of Scientific Popularization Texts in Secondary Education: Exploring Teaching Practices
author de Oliveira Ferreira, Edna Maria
author_facet de Oliveira Ferreira, Edna Maria
Tramallino, Carolina
Costa Vitorino, César
author_role author
author2 Tramallino, Carolina
Costa Vitorino, César
author2_role author
author
dc.contributor.author.fl_str_mv de Oliveira Ferreira, Edna Maria
Tramallino, Carolina
Costa Vitorino, César
dc.subject.por.fl_str_mv Ensino
Leitura
Textos de divulgação científica
Ensino secundário
Enseñanza
Lectura
Textos de Divulgación científica
Enseñanza secundaria
Teaching
Reading
Scientific Popularization Texts
Secondary School
topic Ensino
Leitura
Textos de divulgação científica
Ensino secundário
Enseñanza
Lectura
Textos de Divulgación científica
Enseñanza secundaria
Teaching
Reading
Scientific Popularization Texts
Secondary School
description The teaching of reading has received special attention, particularly in the wake of national and international assessments that reveal a low level of reading comprehension among Brazilian secondary school students. This research focuses on the incidence of reading as decoding that underlies pedagogical practices in the classes of scientific popularization reading at the secondary level. The aim is to understand the relationship between this concept and the selection of didactic and pedagogical procedures that teachers employ in their practices, focusing on the student's role in constructing the meaning of the text. This article aims to reflect on the didactics of reading scientific popularization texts and describe the path from the selection of texts and activities proposed by teachers to reveal the dimensions and categories of analysis that demonstrate the viability of content analysis in analyzing the corpus. Data were collected through semi-structured interviews, observation of teaching practices, and focus group discussions. The concept of the text as a finished product and reading as decoding or expression of thought overlapped with the concept of reading as interaction. Thus, it was observed that in the academic-scientific reading classroom, the text is not understood as a process, nor is reading seen as a co-production of meanings. Hence, the need for ongoing teacher training and further research on this issue at pre-university educational levels
publishDate 2024
dc.date.none.fl_str_mv 2024-01-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961
10.26694/rles.v28i56.4961
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961
identifier_str_mv 10.26694/rles.v28i56.4961
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961/4411
https://periodicos.ufpi.br/index.php/lingedusoc/article/view/4961/4309
dc.rights.driver.fl_str_mv Copyright (c) 2024 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Linguagens, Educação e Sociedade
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 28 No. 56 (2024): Linguagens, Educação e Sociedade; 1 - 28
Lenguaje, Educación y Sociedad ; Vol. 28 Núm. 56 (2024): Linguagens, Educação e Sociedade; 1 - 28
Linguagens, Educação e Sociedade; v. 28 n. 56 (2024): Linguagens, Educação e Sociedade; 1 - 28
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
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