Author(s): Suzani Cassiani | Patrícia Montanari Giraldi | Irlan von Linsingen
Journal: Educação : Teoria e Prática
ISSN 1517-9869
Volume: 22;
Issue: 40;
Start page: 43;
Date: 2012;
Original page
Keywords: Reading | Writing | Science Education | Authorship
ABSTRACT
Understanding reading as a place of production of meaning, we problematize the understandings of writing, reader, author, pointing out some contributions/ implications for science education. When we focus on the formation of readers, we work with the stories of students reading as part of the production conditions of reading in class. This contributes significantly to deepen the understanding of relations between texts and readers. By the same token, it emerges the relationship of students with writing, exploited by us in view of authorship, understood as social position assumed by the subject that in interpreting (write/read) affiliated to a network of meanings. It is from this relationship established between subjects, with their stories, and different social meanings that circulate within and outside the school, which are produced meanings about science and technology. Finally, in problematizing the very language of / in science education, our intend is to contribute to the promotion of a education committed to questioning the sciences and their social roles.
Journal: Educação : Teoria e Prática
ISSN 1517-9869
Volume: 22;
Issue: 40;
Start page: 43;
Date: 2012;
Original page
Keywords: Reading | Writing | Science Education | Authorship
ABSTRACT
Understanding reading as a place of production of meaning, we problematize the understandings of writing, reader, author, pointing out some contributions/ implications for science education. When we focus on the formation of readers, we work with the stories of students reading as part of the production conditions of reading in class. This contributes significantly to deepen the understanding of relations between texts and readers. By the same token, it emerges the relationship of students with writing, exploited by us in view of authorship, understood as social position assumed by the subject that in interpreting (write/read) affiliated to a network of meanings. It is from this relationship established between subjects, with their stories, and different social meanings that circulate within and outside the school, which are produced meanings about science and technology. Finally, in problematizing the very language of / in science education, our intend is to contribute to the promotion of a education committed to questioning the sciences and their social roles.
