A textual analysisof the explanatory sequences about the environment in natural sciences textbook

Detalhes bibliográficos
Autor(a) principal: Lira, Mirtes Ribeiro
Data de Publicação: 2021
Outros Autores: Teixeira, Francimar Martins
Tipo de documento: Artigo
Idioma: fra
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/12436
Resumo: This article investigates the explanatory text in the development of school contents of the physical and natural phenomena in the textbooks of Natural Sciences.In this context, we consider the explanatory text as a prototypical sequential type that allows addressing and describing school contents in textbooks.On many occasions, the explanatory text is anchored by discursive strategies, such as: paraphrases; definition; example and analogy with the function of explaining. In order to highlight the most visible particularities and characteristics of the explanation in the school contents presented in science textbooks, we propose to analyze the discursive strategies of the explanation (explanatory) used in the composition of the selected texts from the collection of the science textbook Companhia das Ciências.This analysis occurs from the sequential explanatory structure of the texts, defended by Adam (2001).Through the analyses, we observed the predominance of description of the contents addressed based on discursive strategies such as: definition; paraphrase; example and analogy; typical forms in the production of subgenres of explanatory discourse (introductions, titles, images, etc.).Although are not specific to the explanations, they became relevant for the construction of explanations throughout each chapter.In this way, this study showed that the predominance of an explanatory sequence does not necessarily characterize school texts with the function of "explaining something".Most of the time, it presents more purpose in "describing something", structuring the contents of textbooks.
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spelling A textual analysisof the explanatory sequences about the environment in natural sciences textbookUne analyse textuelle des séquences explicatives à propos de l’environnement dans les manuels de sciences naturellesEducaçãoManuel; Séquence explicative; Enseignement des sciences; Stratégies discursivesTextbook; Explanatory sequence; Science teaching; Discursive strategiesThis article investigates the explanatory text in the development of school contents of the physical and natural phenomena in the textbooks of Natural Sciences.In this context, we consider the explanatory text as a prototypical sequential type that allows addressing and describing school contents in textbooks.On many occasions, the explanatory text is anchored by discursive strategies, such as: paraphrases; definition; example and analogy with the function of explaining. In order to highlight the most visible particularities and characteristics of the explanation in the school contents presented in science textbooks, we propose to analyze the discursive strategies of the explanation (explanatory) used in the composition of the selected texts from the collection of the science textbook Companhia das Ciências.This analysis occurs from the sequential explanatory structure of the texts, defended by Adam (2001).Through the analyses, we observed the predominance of description of the contents addressed based on discursive strategies such as: definition; paraphrase; example and analogy; typical forms in the production of subgenres of explanatory discourse (introductions, titles, images, etc.).Although are not specific to the explanations, they became relevant for the construction of explanations throughout each chapter.In this way, this study showed that the predominance of an explanatory sequence does not necessarily characterize school texts with the function of "explaining something".Most of the time, it presents more purpose in "describing something", structuring the contents of textbooks.Cet article investigue le texte explicatif sur les développements du contenu scolaire à propos des phénomènes physiques et naturels dans les manuels de Sciences Naturelles. Dans ce contexte, nous considérons le texte explicatif comme un type séquentiel prototypique qui permet d’aborder et de décrire les contenus scolaires dans les manuels, en étant souvent ancré par des stratégies discursives, comme le paraphrase, la définition, l’exemple et l’analogie avec la fonction d’expliquer. Afin de mettre en évidence les particularités et les caractéristiques plus visibles du genre d’explication dans les contenus scolaires présentés dans les manuels de Sciences, nous proposons, à partir de la structure séquentielle explicative des textes - défendu par Adam (2201), d’analyser les stratégies discursives d’explication (explicatifs) utilisés dans les compositions des textes sélectionnés de la collection du manuel de Sciences « Companhia das Ciências ». À travers de l’analyse, nous avons observé la prédominance de la description des contenus rapportés, basée sur des stratégies discursives comme la définition, la paraphrase, l’exemple et l’analogie et des formes typiques dans la production de sous-genres de discours explicatifs (les introductions, les  titres, les images etc.), qui, bien que non spécifiques aux explications, sont devenus pertinents pour la construction des explications tout au long de chaque chapitre. De cette manière, cette étude a montré que la prédominance d’une séquence explicative ne caractérise pas nécessairement les textes scolaires avec la fonction « d’expliquer quelque chose » . La plupart du temps, il s’agit plutôt de « décrire quelque chose » , en structurant le contenu des manuels.Universidade Tecnológica Federal do Paraná (UTFPR)Não houveLira, Mirtes RibeiroTeixeira, Francimar Martins2021-04-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de RevisãoDocumentalapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1243610.3895/actio.v6n1.12436ACTIO: Teaching in Sciences; v. 6, n. 1 (2021); 1-26ACTIO: Docência em Ciências; v. 6, n. 1 (2021); 1-262525-892310.3895/actio.v6n1reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRfrahttps://periodicos.utfpr.edu.br/actio/article/view/12436/8320https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/12436/1780Direitos autorais 2021 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:38:27Zoai:periodicos.utfpr:article/12436Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:38:27Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv A textual analysisof the explanatory sequences about the environment in natural sciences textbook
Une analyse textuelle des séquences explicatives à propos de l’environnement dans les manuels de sciences naturelles
title A textual analysisof the explanatory sequences about the environment in natural sciences textbook
spellingShingle A textual analysisof the explanatory sequences about the environment in natural sciences textbook
Lira, Mirtes Ribeiro
Educação
Manuel; Séquence explicative; Enseignement des sciences; Stratégies discursives
Textbook; Explanatory sequence; Science teaching; Discursive strategies
title_short A textual analysisof the explanatory sequences about the environment in natural sciences textbook
title_full A textual analysisof the explanatory sequences about the environment in natural sciences textbook
title_fullStr A textual analysisof the explanatory sequences about the environment in natural sciences textbook
title_full_unstemmed A textual analysisof the explanatory sequences about the environment in natural sciences textbook
title_sort A textual analysisof the explanatory sequences about the environment in natural sciences textbook
author Lira, Mirtes Ribeiro
author_facet Lira, Mirtes Ribeiro
Teixeira, Francimar Martins
author_role author
author2 Teixeira, Francimar Martins
author2_role author
dc.contributor.none.fl_str_mv
Não houve
dc.contributor.author.fl_str_mv Lira, Mirtes Ribeiro
Teixeira, Francimar Martins
dc.subject.por.fl_str_mv Educação
Manuel; Séquence explicative; Enseignement des sciences; Stratégies discursives
Textbook; Explanatory sequence; Science teaching; Discursive strategies
topic Educação
Manuel; Séquence explicative; Enseignement des sciences; Stratégies discursives
Textbook; Explanatory sequence; Science teaching; Discursive strategies
description This article investigates the explanatory text in the development of school contents of the physical and natural phenomena in the textbooks of Natural Sciences.In this context, we consider the explanatory text as a prototypical sequential type that allows addressing and describing school contents in textbooks.On many occasions, the explanatory text is anchored by discursive strategies, such as: paraphrases; definition; example and analogy with the function of explaining. In order to highlight the most visible particularities and characteristics of the explanation in the school contents presented in science textbooks, we propose to analyze the discursive strategies of the explanation (explanatory) used in the composition of the selected texts from the collection of the science textbook Companhia das Ciências.This analysis occurs from the sequential explanatory structure of the texts, defended by Adam (2001).Through the analyses, we observed the predominance of description of the contents addressed based on discursive strategies such as: definition; paraphrase; example and analogy; typical forms in the production of subgenres of explanatory discourse (introductions, titles, images, etc.).Although are not specific to the explanations, they became relevant for the construction of explanations throughout each chapter.In this way, this study showed that the predominance of an explanatory sequence does not necessarily characterize school texts with the function of "explaining something".Most of the time, it presents more purpose in "describing something", structuring the contents of textbooks.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-14
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares, Artigos Originais, Artigos de Revisão
Documental
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/12436
10.3895/actio.v6n1.12436
url https://periodicos.utfpr.edu.br/actio/article/view/12436
identifier_str_mv 10.3895/actio.v6n1.12436
dc.language.iso.fl_str_mv fra
language fra
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/12436/8320
https://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/12436/1780
dc.rights.driver.fl_str_mv Direitos autorais 2021 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2021 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 6, n. 1 (2021); 1-26
ACTIO: Docência em Ciências; v. 6, n. 1 (2021); 1-26
2525-8923
10.3895/actio.v6n1
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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