Práticas de leitura e educação científica: um olhar sobre os "Contadores de Estórias Miguilim"

Abstract

The goal of our research was to relate the practice of reading to the process of scientific education of young participants of the Group of the Contadores de Estórias Miguilim. The observation of non-school formation of integrants of the Group led us to the work of Guimarães Rosa in which we come across scient ific elements incorporated into its narrativ e, being highlighted the theme s of nature and transformation. The discussion problematize the recognition of scientific evidence in a literary text that was revised didactically by the Contadores de Estórias Miguilim Group. We understand the scientific education as a relational process that aims the formation of citizenship and the decision-making in face of daily situat ions of the global and technological world. The recognition of elements of the natural sciences, in any narrative, is part of a process of reading and interpretation of the world. Then, the Rosa´s work, like other genres of text could be, by hypothes is, a tool for the promotion of scientific educat ion. Reflecting about this fun ction of scientific education, we seek to identify the transfer of an interpreta tive and narrat ive competence, present in the performance of these young people in their interpretation of a didactic literary text of scientific content. We promote practices of monitored readings and, from interviews with six female members of the Group, we analyze the processes of explicitation of didactic concepts which arised from nature and transformations themes. We verify that the group of adolescent readers is those with various practices of reading a nd with different ways of read ing concepts. The interviewees speech shows the close relation between reading and school, a nd between scientific knowledge and school. We conclude, first, that the scientific education is a gradual process of creation of meaning and for its accomplishment we suggest the integrated work of various social spaces of formation. Second, that the practice of reading of the adolescents interviewed is exemplary in the sense of install an effective social practice of the relation of adolescent and text.