O que e para quê se lê no ensino de ciências: um olhar para pesquisas brasileiras a partir de periódicos de educação em ciências de 2010 a 2019

Abstract

This work proposes to analyze Brazilian academic productions on reading activities published in journals in the area of science teaching in terms of objectives, texts used and strategies described in the productions. In this way, we start from the following question: how do Brazilian research in the area of science teaching emphasize reading practices? We used the theoretical frameworks as a basis for the study: Koch (2018), Marcuschi (2008), Solé (2014), Flôr (2015) and Halliday (1985). Thus, the specific objectives that guided the work were: to describe the productions selected during the study according to the distribution in time, levels of education, with the area investigated, region of the country where the study took place; verify which texts were used in the reading activities described in the productions; to categorize the objectives of reading practices, as well as to map the main strategies described in the productions selected in the journals in the area of science education. To this end, a systematic literature review was carried out in nineteen journals of 2010 to 2019. As a technique, the investigation was based on the document analysis of Bardin (2011). Four main aspects were analyzed: production indicators (articles per year and by periodicals, level of education, area of study, geographic region and institutions linked to the study), the texts used in reading practices, the objectives of the reading activity and the strategies emphasized in these academic productions. About the production indicators, the results showed a consistent interest in the subject in the last decade with works published in several journals, with a predominance in the Southeast region, in the area of chemistry and concentration in high school and higher education. The analysis of the productions also showed that, in general, the textual genres most used in reading activities were: articles, reviews, as well as texts extracted of scientific dissemination books or of websites (texts with a journalistic character). However, textual genres: poems, literary tales, plays, song lyrics were not much explored in reading practices. Regarding the purpose of reading, three main categories were identified: reading for the development of reading skills, reading to provide information/topics for discussion and reading to mobilize communicative practices of science. From the analysis of the works, it was possible to identify the most frequent reading strategies, they are: questioning the text (strategies based on the resolution of questions); reading and textual production or text reconstruction; synthesis of the main information present in the text; prior knowledge/prediction and text structure and visual representation. Thus, some strategies were not explored in some areas and in some teaching levels according to the publications, as well as the genres that involve a multiplicity of meanings. The main objective of the reading activities was to promote the development of reading skills. Therefore, among the challenges are the reduction of regional asymmetries, directing studies to other levels of education, as well as increasing research and systematic reading practices of a critical point of view.