The marks of learning through research, writing and reading of books of scientific divulgation: a possibility for the classroom

Abstract

The present work displays the reading practices carried out during four years with 23 students, between 2014 and 2017. Throughout the High School, these same students were presented to different readings, with different didactic strategies. After the proposed readings the following didactic strategies were performed: conversation circles, individual records by reading diaries; presentation of seminars, experiment design and conduction, images representation (drawings or collages) and theatrical performance. In 2017, students from the 3rd year of high school were asked about the memories/marks of learning left by the reading practices, using a questionnaire. From the students answers it was possible to articulate two categories of analysis: conceptual learning marks and research dynamics. The proposed readings provided learning marks evidenced by the students and they stimulated the subsequent researches performed during the curricular classes, enabling a deepening and amplification of the knowledge and more specific perspectives for the conceptual contents of sciences. In this process, the actions proposed by the teacher, regarding the teaching and learning of reading skills, individual and collective, and writing, express the relevance of these practices in the classroom.

Keywords

• Prática de Leitura. Escrita. Pesquisa. Livros de divulgação científica.