A leitura no ensino de ciências nos anos iniciais do ensino fundamental

Abstract

Teaching science from the perspective of scientific literacy is a challenging task for schools; after all, the formation of scientifically literate subjects is not limited to understanding scientific concepts, but also to the possibility of broadening students' worldview in the face of the interference of science and technology in the social context in which they are inserted. That said, in order for students to be able to reach scientific knowledge autonomously, they need to be literate, which leads us to realize that reading and writing texts are important teaching strategies for learning science properly. In this sense, we advocate the use of the didactic approach of inquiry teaching when planning science classes, by providing, in the planning of Investigative Teaching Sequences (ITS), as it allows for the use of various resources in the classroom, including reading texts. So, given the need to understand how activities geared towards reading texts are present in science classes, this work was based on the following problems: What proposals and strategies involving reading practices in science education are being used by teachers in the early years of elementary school? How do these proposals and strategies appear in ITS planning? Therefore, the general aim of the research was to analyze the role of reading strategies proposed in science classes and their contributions to promoting scientific literacy in the early years of elementary school. As for the methodology adopted in the research, this study used a qualitative approach and was constituted as a research within the universe of Research-Training, using the research modality of Collaborative Research. The data collection instruments used were: questionnaires; interviews; audio recordings; and the collection of ITSs, here called lesson plans. In addition, the techniques of Textual Discourse Analysis were used to analyze the data. Therefore, the results of the study have shown that the teachers of the initial years of elementary school, when planning the moments of reading texts in science classes, proposed the following situations as proposals for activities, based on the readings carried out: moments of argumentation, through conversation circles and group discussion on the theme of the text; showing educational videos related to the lesson; developing activities aimed at children's reading and writing; making and exhibiting materials on the theme of the lesson; as well as the proposal for the culmination of the didactic sequence. Meanwhile, the reading strategies used to explore the text stood out: the reading strategy of discovering the text by Élie Bajard (2012), as well as reading strategies of a personal nature, i.e. based on the teachers' professional experiences. Finally, we highlight the teachers' care in bringing discussions related to the students' daily lives into the classroom and, at the same time, their concern with transforming the children's prior knowledge into scientific knowledge.