Sentidos da leitura mediados pela experiência do estágio supervisionado de estudantes da licenciatura em ciências biológicas

Abstract

The present thesis regards the the connection between the reserach fields of Reading, Science Education, Initial Formation of Teachers and Training under Supervision on Graduation in cultural and historical perpectives. The research consists in the analysis of the professor/researcher practice prompted by the intent of comprehending the formation process of graduate students of Biological Sciences whose assignment was to assess school practices of reading mediation during a certain stage of the Training under Supervision. The purposes evidenced on the expressions of five different trainees were the subject of the investigation. The results the of activities they developed throughout the Training under Supervision in Teaching II were selected and Consist of the corpus of this research: (i) the accounts brought in the course of the dircursive interaction that took place on the first day of classes between the participants of the conference professor/researcher and trainees; (ii) the report presented by the trainees as a result of the observation oh school practices of reading. Especially based on the work of Bakhtin, Benjamin and Larrosa, the research and the thinking over the practices are considered to be structures on the formation of both trainees as well as that of the professor/researcher. From such perspective, the present work can also be considered as part of the group of other researches which purpose is to discuss the creation of an epistemology of pratice, whose representatives are Tardif and Zeichner. On the particular field of reading, the purpose is to keep a dialogue with other researches whose works were brought into consideration throughout the elaboration of this work, particularly Solé, Geraldi e Kramer. The analysis of the data took into consideration the theories on which this work is based upon complemented by the Textual Dicursive Analysis as proposed by Moraes e Galliazzi. The significance that emerges from the different analysis result in various types regarding the act of reading itself as well as the school practices related to it. Such considerations indicate the tarinees particular reading practices and the acceptance of the mediating role as Biology teachers when making use of Science texts in clasroom environment. The most relevant aspect of the analysis refers to the fact that the conceptions of language, reading and the teaching of Biology are indissociable, therefore stressing the need of having professors more involved on the supervision of teachers undergoing training in order to have the latter making use of reading as subject of teaching also on Science Education.