Interações discursivas e a experimentação investigativa no clube de ciências

Abstract

This research aims to analyze how the discursive interactions established on the dynamic activities of investigative practices at the Science Club “Prof. Dr. Cristovam W. P. Diniz” corroborate\lead to cientific knowledge. In a more restricted context, the objective is to characterize the discursive interactions of the teacher-monitor’s role through the steps of investigative experimentation embraced at the Science Club, and in particular, to identify how the steps lead to discursive interactions, characterize the current practices on investigative experimentation and detect patterns of interaction on these activities. The main theoretical references that underpin this research, are based on the analysis of analytical structure idealized by Mortimer and Scott (2002) and investigative expermentation (MALHEIRO, 2016; CARVALHO, et. al., 2009). This research uses the qualitative approach, due to its descriptive exploratory characteristics, thus video recording resources were used, field journal and interview. The subjects of the research were a teacher-monitor and a group of eight students, aged from 10-14 years. The results identified patterns of discursive interactions of the Communicative Appoach type and the patterns of interactions of ideas developed by the teacher-monitor, in the direction of scientific knowledge, brainstorming and, conequently, to a solution and systematization of the proposed problem at the Science Club. In general, the sequence becomes a potencial teaching approach to discursive interactions between teacher and students, for not providing automatic procedures to a prompt problem solving, on the contrary, the sequence gave the students the chance to analyze new situations such as data collection and hypotheses tests in group discussions. It is pointed out that the teacher-monitor must be careful for the activities do not be restricted only to phenomenon vizualizations, making the students caught up to concrete reality, only by what is visible. It is defended that the use of Investigative Teaching Sequence (ITS) in the investigative experimentation embraced at the Science Club Pro. Dr. Cristovam W. P. Diniz, be more potentially effective to learning as far as it copes with the spectrum of interactive questions that occur on Science teaching in the classroom.