Text as a holder of scientific literacy vectors
DOI:
https://doi.org/10.14393/DLv18a2024-59Keywords:
Text, Scientific Literacy, Literacy vectors, Textbook, BNCCAbstract
This work aims to identify the presence of scientific literacy vectors in science publicizing texts that are in High School Portuguese textbooks approved in the 2021 National Textbook Program. Considering the curricular forecast for teaching scientific universe texts in classes of the Portuguese language by virtue of the National Common Curricular Base, a framework of scientific literacy vectors is proposed with the purpose of promoting the analysis and optimization of teaching planning, in order to provide successful scientific literacy practices from basic education. It is based on theoretical studies of Text Linguistics (Marcuschi, 2007; Elias, 2016; Brambila; Elias, 2023; Bentes, 2024; Brambila, 2024) and scientific literacy (Norris; Philips, 2003; Aikenhead, 2006; Magalhães; Cristovão, 2018; Valladares, 2021) to build the vectors framework. The analysis of texts uses a qualitative methodology. The results indicate that texts from the scientific universe do not necessarily contain all the scientific literacy vectors that were previously listed, which reveals the relevance of the proposal for an analytical framework for teaching action and intervention in Portuguese language classes.
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