Analysis of texts of scientific dissemination on genetics inserted in biology textbooks

Detalhes bibliográficos
Autor(a) principal: Miceli, Bruna Sarpa
Data de Publicação: 2019
Outros Autores: Rocha, Marcelo Borges
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p121
Resumo: This article presents the relation of scientific dissemination (SD) with genetics and textbooks. It was questioned what changes occur in the SD texts when they are inserted in the Biology textbooks and what implications these changes can cause in students' understanding about science. The objective of this research is to analyze the possible modifications carried out in the textbooks in relation to their original sources. One collection of high school biology textbooks was selected and seven texts were analyzed according to the categories of discursive re-elaboration, nature of science, language and degree of hybridity of the texts of the textbooks. The results indicated that the exclusion was the most frequent element during discursive re-elaboration, although the texts contribute to a vision of the nature of science and present linguistic resources that facilitate the reader's understanding of important resources to be used in teaching.
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spelling Analysis of texts of scientific dissemination on genetics inserted in biology textbooksAnálise de textos de divulgação científica sobre genética inseridos em livros didáticos de biologiaThis article presents the relation of scientific dissemination (SD) with genetics and textbooks. It was questioned what changes occur in the SD texts when they are inserted in the Biology textbooks and what implications these changes can cause in students' understanding about science. The objective of this research is to analyze the possible modifications carried out in the textbooks in relation to their original sources. One collection of high school biology textbooks was selected and seven texts were analyzed according to the categories of discursive re-elaboration, nature of science, language and degree of hybridity of the texts of the textbooks. The results indicated that the exclusion was the most frequent element during discursive re-elaboration, although the texts contribute to a vision of the nature of science and present linguistic resources that facilitate the reader's understanding of important resources to be used in teaching.Este artigo apresenta a relação da divulgação científica (DC) juntamente com a genética e os livros didáticos (LDs). Foi questionado que alterações ocorrem nos textos de DC quando estes são inseridos nos LDs de Biologia e que implicações essas alterações podem provocar no entendimento sobre ciência. O objetivo desta pesquisa é analisar as possíveis modificações realizadas no LD em relação às suas fontes originais. Uma coleção de LD de Biologia do Ensino Médio foi selecionada e sete textos foram analisados de acordo com as categorias de reelaboração discursiva, natureza da ciência, linguagem e grau de hibridez dos textos do LD. Os resultados indicaram que a exclusão foi o elemento mais frequente durante a reelaboração discursiva, apesar dos textos contribuírem para uma visão de natureza da ciência e apresentarem recursos linguísticos que facilitam a compreensão do leitor representando recursos importantes para serem utilizados no ensino.Universidade Federal de Santa Catarina2019-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p12110.5007/1982-5153.2019v12n2p121Alexandria: Revista de Educação em Ciência e Tecnologia; v. 12 n. 2 (2019); 121-1381982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p121/41994Copyright (c) 2019 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessMiceli, Bruna SarpaRocha, Marcelo Borges2019-11-29T13:39:51Zoai:periodicos.ufsc.br:article/57989Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2019-11-29T13:39:51Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
Análise de textos de divulgação científica sobre genética inseridos em livros didáticos de biologia
title Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
spellingShingle Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
Miceli, Bruna Sarpa
title_short Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
title_full Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
title_fullStr Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
title_full_unstemmed Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
title_sort Analysis of texts of scientific dissemination on genetics inserted in biology textbooks
author Miceli, Bruna Sarpa
author_facet Miceli, Bruna Sarpa
Rocha, Marcelo Borges
author_role author
author2 Rocha, Marcelo Borges
author2_role author
dc.contributor.author.fl_str_mv Miceli, Bruna Sarpa
Rocha, Marcelo Borges
description This article presents the relation of scientific dissemination (SD) with genetics and textbooks. It was questioned what changes occur in the SD texts when they are inserted in the Biology textbooks and what implications these changes can cause in students' understanding about science. The objective of this research is to analyze the possible modifications carried out in the textbooks in relation to their original sources. One collection of high school biology textbooks was selected and seven texts were analyzed according to the categories of discursive re-elaboration, nature of science, language and degree of hybridity of the texts of the textbooks. The results indicated that the exclusion was the most frequent element during discursive re-elaboration, although the texts contribute to a vision of the nature of science and present linguistic resources that facilitate the reader's understanding of important resources to be used in teaching.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-29
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.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p121
10.5007/1982-5153.2019v12n2p121
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p121
identifier_str_mv 10.5007/1982-5153.2019v12n2p121
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2019v12n2p121/41994
dc.rights.driver.fl_str_mv Copyright (c) 2019 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 12 n. 2 (2019); 121-138
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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