Textualization of discourses about a socioscientific issue by didactic books: implication for Science teaching

• Grant number: 07/07559-2
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: February 01, 2008
• End date: January 31, 2009
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Henrique César da Silva
• Grantee: Daliane Cristina Boveloni
• Host Institution: Instituto de Geociências (IG). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This SI project is part of broader research which has been developed by an equip others SI, master and PHD students of Earth Sciences Teaching and History graduated program (IG/Unicamp), which the general aim is the discoursive study of different scientific-technological knowledge textualizations (verbal and non-verbal), of the relations between those different textualizations and the relations established between them and the imaginary and school reading practices in the Science Education. This research will be supported by the French discourse analysis approach which considers that the ways is not indifferent to the meanings, the non-transparency of language, the non-coincidence between discourse and text, and the subject constitution simultaneous to the meaning constitution. Meaning and discoursive subjects (positions) are made in determinate sociohistorical conditions. From that approach we derive the central notions to the analysis: reader-effect, conditions of production and textualization. The principal aim of this SI research is the analysis of the textualization of two socioscientific issues: global change and global warm, by science and geography textbooks of fundamental teaching. The principal questions are: 1) how textbooks have textualized discourses about those issues? What kind of science reader-effect is made by those processes of textualization in a society like ours? We consider the importance of a classroom work that considers not just the contents but, at the same time, the ways by which we have access to those contents, bring the language and the discourse to the first plane. We think school textualization as part of a broader complex heterogeneous process of textualizations of knowledge in our society. So we need an analysis that goes beyond the content analysis, an analysis which comprehends the circulation and the access to scientific knowledge as part of a broader socio-historical process. We hope get subsidies to work with the science reader formation in a society that produces a lot of kinds of texts related to the scientific and technological production. (AU)