Análise de texto de divulgação científica e sua contribuição para o ensino da leitura.

Abstract

Scientific dissemination has received attention in language teaching aimed at the student's scientific literacy. Based on the assumption that it is the primary school's role to provide opportunities for discussion on the subject and on the role of language in this task, this article aims to: a) analyze the contextual and textual marks of a science communication report; b) propose the didactic modeling of an example of this genre; c) relate the constructed didactic proposal with the guidelines prescribed in the BNCC. Theoretical contributions come from two fields: the first involves reflections on scientific culture/literacy and its consequences in society (VOGT, 2003; ROJO, 2008); the second includes reflections on the analysis and teaching of textual genres in the sociodiscursive interactionist perspective (BRONCKART, 1999; MACHADO, 2005), contemplating a top-down methodology. The results of the analysis of the selected report, as well as the proposal for didactic reading activities are close to the official guidelines prescribed in the BNCC.