Utilização da leitura e do livro didático como instrumentos no ensino-aprendizagem de química

Abstract

This research aimed to contribute with the graduation of undergraduates for the use of reading and school books as instruments in the teaching-learning process of Chemistry. Through meetings and workshops, the creation of a reflexive critical situation environment was intended in order to enable the undergraduate student to look at his/her own practice and realize if there was or there wasn't a redetermination of knowledge and posture before the methodology used to develop the reading skill within the contents of Chemistry in a classroom. This study is based on discussions of Girão (2011), Francisco Júnior e cols. (2008), as the importance of the training of readers in the Chemistry subject and on the theoretical and methodological discussions of Vygotsky (1930, 1934); Magalhães (2011,2012); Rojo (2004); Kleiman (2004); Orlandi (2001); Bressanin (2010). The adopted methodology was the Critical Research Collaboration (PCCol), discussed by Magalhães (2011) while proposing the creation of collaborative relations in the production of learning about theoretical bases of educational practices, which objective is to destabilize the senses and crystallized meanings. Data was collected through questionnaires, collective reflexive sessions and videotaped classes at the beginning and at the end of the Reading Workshop. The results show that there was a redefinition of student and teacher roles regarding to reading practices and school books.