A produção de sentidos no contexto de uma aula de ciências sobre adaptação biológica mediada por um desenho de animação

Abstract

This work is part of the dialogue between the research fields of language and science education which will produce knowledge that point to the importance of considering the meaning processes involved in learning scientific concepts. According to the approach of social interaction supported especially in the theory of Vygotsky, the role of language is in the process of integration of apprentices in the scientific culture. Based on this assumption, I adopt the perspective of enculturation in accordance with the ideas of Driver, and the promotion of cross between the culture of students and the culture of science or science education, as proposed by Aikenhead. We are interested in analyzing the discourse in cultural perspective, designed in Bakhtinian theory as sets of statements used in various spheres of human communication that the purpose of this study, reflect the ways of thinking categorized by Bruner. In this research, analyze the production of meaning that occurred in the discursive interactions in a science class during the showing of a narrative animation involving the concept of biological adaptation. From this interaction, I tried to understand how teacher and students negotiate meanings with narrative discourse as a mediator of communication process where different modes of thought and cultural perspectives are confronted, they deny and also complement each other. The analysis was based on the observation of the class and written record of statements of persons involved in discursive interaction. From this analysis highlight the findings on the influence of context on the responsive attitude of the students who produce speeches, confronting or complementing the narrative and paradigmatic modes of thought, as well as the effect of mediation by the narrative of animation in terms of learning and motivation students. The meanings produced about biological adaptation, on the interaction, do not differ from those described by other studies showing a view of evolution as progress and adaptation as a necessity of living beings. However, if taken in terms of enculturation, the use of narrative was established as a route rich in the process of learning scientific concepts, allowing for the crossing of cultural borders from the language usage in everyday subcultures and science education.