A LEITURA DE TEXTOS DIDÁTICOS DE CIÊNCIAS COMO CONFRONTO DE PERSPECTIVAS

Abstract

The task of preparing good readers and writers is not exclusive responsibility of first language teachers. Aware of this commitment we feel challenged to seek ways to mediate the action of science teachers in reading activities in the classroom. This article presents an analysis of one of these mediations with pre-service teachers in Brazil. The data originated from the analysis of student¿s written production. This analysis allowed us to answer the following questions: (i) How did pre-service teachers perceive the tension established by the author of the text between science culture and popular culture? (ii) Which features of the text were perceived as against popular culture and how did these persons react to them?.