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| Author(s): |
Leandro Londero da Silva
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2013-06-02 |
| Examining board members: |
Maria José Pereira Monteiro de Almeida;
Guaracira Gouvea de Sousa;
José Luis Michinel;
Fernando Jorge da Paixão;
Jorge Megid Neto
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| Advisor: | Maria José Pereira Monteiro de Almeida |
| Abstract | |
We assume the idea that, when pictures are inserted into texts, the meaning production from the reading of these is associated to the function developed by the pictures that compose them. From the basic evidence that images have been present in written texts and are relevant to them, this research aimed: to analyze how pictures take part into Physics preteachers understanding when they read scientific dissemination texts on restrict relativity; to comprehend how Physics pre-teachers understand the restrict relativity theory in scientific dissemination texts written by scientists authors. For that, we carried out a research in a discipline from a teacher education course in Physics. We promoted, under certain production conditions, the reading by a group of students in education course of texts related to the purposes of this research. The main theoretical framework was the discourse analysis initiated in France by Michel Pêcheux. As instruments to collect and record information, we employed: questionnaire; semi-structured interviews; answers to questions formulated into the classes; text production from students; and the video recording of the classes. In our study, the pictures developed an essential role in the meanings production. They were not considered, in general, as simple illustrations, it means, they were not occurrences without importance, showed accidentally and utilized in order to attract and please the reader. The results obtained allow declaring that, the meanings produced from the pictures commonly used in text productions upon restrict relativity are distinct to different readers/observers. They involve historic, social and pedagogical relations also distinct between producers and readers/observes, and possibly the authors, when prioritize determined pictures, they consider that the readers are acquainted with them. They admit that pictures presence in texts on relativity is reason for the link between the reader world and the historical context in which the relativity arose and they are trying to provide. On one hand, the belief in pictures transparency, by the students, makes them easily be manipulated and employed in the reading and into the classroom. The relations they established between pictures and produced meanings can be organized into the following ways of functioning: a) the pictures motivate the learning; b) the picture is a starting point to discuss a determined concept/subject; c) the picture develops an explanatory function, it gives support to text explanations; d) the pictures functioning as a support in the teaching activities; e) the pictures help the readers to build cognitive models, and sometimes, help to avoid or minimize misunderstandings. In general, the students were acquainted with some of them. On the other hand, used to observe them without reflect, the student forgot that behind these pictures be a producer/author and a historical context. We considered that the constant recurrence of pictures as the train, rulers, clocks, platforms and twins, in texts on restrict relativity, raising the awareness of the need for learning to decode these pictures (AU) | |