Flashes de uma professora em transformação pela educação científica: proposta de tipologia de atividades sinalizadoras de pesquisa

Abstract

This research aims to investigate the type of pedagogical approach that the Portuguese textbook presents around research practices in mother tongue classes. In this sense, I highlight the relevance that the teaching practices of Portuguese as a mother tongue are also informed by the approach of science education. When planning this research, I proposed to investigate the type of pedagogical approach that the Portuguese textbook presents about activities that indicate research likely to be carried out in mother tongue classes. I investigate a collection of secondary education textbooks with the purpose of creating a typology of research activities. This work is justified by the relevance of the aforementioned didactic material in basic schools, in the most adverse and complex contexts in the vast Brazilian territory. Located in Applied Linguistics, this study is characterized as a documentary research of testimony, since the analysis of the selected books was also informed by my experiences as a user of the didactic material. The research was developed from the qualitative and quantitative approaches to the treatment of the investigated documents (MANAYO, 2010). The main theoretical references used come from the field of science education (CHASSOT, 2003; 2018a; 2018b), from studies of literacies (STREET, 2014; SILVA, 2019a; 2019b; 2019c; 2020; SOARES, 2004, 2009) and about teacher training (CELANI, 2001; 2002; 2016; DEMO, 1996; FREIRE, 1997; 2017). After identifying and categorizing the types of research signaling activities in the investigated documents, he concludes that the analyzed collection can positively contribute to the insertion and/or development of the students' scientific education process, because in several sections of the books, there are activities that involve students. students in investigative practices, some simple and others more challenging. However, for this contribution to be effective, I recognize that the teacher needs to organize and plan the learning situations so that good uses can be made of the proposed research activities. For various reasons, this attitude was ignored in my own pedagogical practice.