O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto / The argument in the fieldwork: approaching the ecological succession in the Forest of USP, Ribeirão Preto campus

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

05/08/2011

RESUMO

In this research we investigate the discursive interactions that may lead to the promotion of scientific literacy during a field work activity related to Ecology in a reforested area. Many perspectives in the field of language and science teaching guided this study, among them the researches that consider that the practice of argumentation in the classroom as essential to learning science, since arguing is inherent to scientific discourse. By designing science as culture, other studies discuss the importance of engaging students in activities in which they learn languages, rules, values, scientific concepts, and for the construction of science over time in order to position themselves critically in situations involving decision making using scientific knowledge as support. However, few activities in non-formal education are supported by the assumptions mentioned earlier, for example the fieldworks in natural environments. Dealing with the aspects mentioned above, was prepared an activity divided into three episodes: contextualization of the fieldwork, completion of fieldwork and discussion of data collected in the field. The first and third episodes occurred in the Biology Teaching Laboratory and the development of the field work took place within the USP Forest, both on the Ribeirão Preto campus. Methodologies from the Ecology of Plant Communities were used, questioning the possible ecological succession stages in the environment. Two monitors (Biology grad students from the same campus) and students of the seventh year of elementary school participated in the activity. Initially, all activity was videotaped and transcribed. Its analysis was based on structural elements of Toulmin Argumentation Pattern and on the verification of the present types of discursive situations. It was found then that shifts speeches throughout the activity composed a general argument constructed from the proposed issue in the fieldwork. Few specific arguments were found. However, the speech of students contributed minimally to the construction of both arguments, predominating the speeches of monitors. It was also found that students were provided an experience in which an argument previously outlined by the monitors, had been gradually established. However, the production context of this argument was an explaining situation, which can be identified by markers\ \"presence of a single idea (opinion)\" and \"justification of a single idea (opinion)\".

ASSUNTO(S)

argument ecological succession enculturação científica fieldwork argumento scientific literacy sucessão ecológica trabalho de campo

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