Estratégias de leitura de obra pictórica e de gráfico para o ensino de ciências nos anos finais do ensino fundamental

Abstract

The objective of this research is to investigate the contributions that reading strategies can provide to students for the construction of scientific knowledge in Sciences, in the final years of elementary school. In order to improve students' reading comprehension, this study was supported by Marcuschi´s (2008) studies on textual genres, Solé´s (1998) on reading strategies and Chassot´s (2003) on Science teaching. The research is characterized as applied and its results were analyzed qualitatively, with a 6th grade of Elementary Education, from a public school in Paraná. The data were collected through a questionnaire, an observation protocol, and textual productions, in addition to the descriptions of the classes given by the Science teacher of that class. The data showed that, when the teacher teaches reading strategies, he is contributing for students to develop comprehensive reading and use it as a tool in the construction of knowledge. In order to enrich the practices of teachers, as the final product of this research, a pedagogical handbook was prepared with targeted reading strategies, as well as reflections and comments.