O discurso do outro na linguagem do outro: o híbrido no desenvolvimento do conceito energia

Abstract

This thesis discusses the making of hybrid enunciation and statements in the development of the concept of energy and its implications for teaching and learning science. My hypothesis is that in daily life statements, especially those which evoke the word energy, hybrid enunciation can be found in which the voices of school science and those of other types of knowledge are inset/imbricated that are part of the culture and life everyday teachers and students. From theappropriation of the Bakhtin Circle references, pointedly on hybrid statement construction (a stylistic device for introducing heteroglossia in the novel), I analyze statements pronounced by undergraduate students from in rural science teacher education during the development ofintercultural teaching-learning sequence. The verbal interactions produced in focus groups, led by the problematizing of both the scientific and everyday definitions of energy by undergraduates on scholarship from Programa Institucional de Bolsas de Iniciação à Docência(PIBID), at the areas of physics and biology are also analyzed. I have also dealt with the relationship between scientific, school scientific and everyday cultures, and I have situated them within the making of hybrid enunciation. I have made two basic categories with the purpose ofexplaining, more clearly, the process of double-voicing in discourse and the making of hybrids (the others discourse in the language of another [person]): the intentional hybrid of daily language by means of school science language; and the intentional hybrid of school sciencelanguage through daily language. Intentional hybrid, non-literary, is of common occurrence in written production, especially narratives, which give the subject students the possibility of active positioning towards scientific knowledge. On the other hand, in the focus groups, whichwere favored by speech, I have distinctly observed both organic and intentional hybrids. I have concluded the thesis by stating the concept of intentional hybrids as an important explanatory alternative to the comprehension of the development of the concept of energy, of verbalinteractions in science classes, as well as the active and responsive appropriation of the scientific discourse.