A LEITURA E A ESCRITA NO ENSINO DE CIÊNCIAS BIOLÓGICAS: UM ESTUDO COM PROFESSORES DE DUAS ESCOLAS ESTADUAIS DO MUNICÍPIO DE AREIA - PB

Abstract

Reading and writing are configured as constant and indispensable practices in our daily lives, going from the simplest task to the most complex one. Thus, it is delegated to the school an important role in the formation of competent individuals on their reading and writing skills, because all subjects are based in these practices. Then, it is clear the need of design and practice of reading and writing in all curriculum components, but what we see is that often this need is attributed only to teachers of Portuguese language. In this context, the general objective of this study was to survey the notions or designs concerning the reading and writing skills in the teaching learning process of teachers of two public schools of Areia (PB); and offer a reflexive formation from the accomplishment of a short course. For this purpose, we seek to achieve two specific objectives: a) Identify within the science subject the meaning of reading and writing according to the science teachers from both public schools of Areia (PB); b) Describe a short course carried out with teachers from the two public schools - using the socialization of three works of course completion presented in the course of Biological Sciences of UFPB-CCA, which deal with reading and writing skills in the teaching learning process - and point out the contributions of this short course for teacher formation. Also, we looked for guidance in some literature of this field in order to facilitate understanding and basis for data analysis, represented by Amaral (2010); Saveli (2007); Silva (1997); Travaglia (2004), among other researchers. The data collection procedure was done through the use of questionnaires and an intervention of a short course held with teachers from two state schools in Areia (PB). The analysis is organized in three stages: 1) questions involving the design of the reading and writing of teachers; 2) questions involving the teaching practice in reading and writing; and 3) questions involving the intervention of the short course. The results showed that these skills are still underused by teachers of Biological Sciences area, one reason would be the association of reading and writing as a responsibility of the Portuguese subject. We also realized that there is a gap in teacher formation regarding to subjects about reading and writing in the curriculum of Biological Sciences Degree. It was also clear the lack of continuing education of teachers in reading and writing skills. So, it is clear the need for reflection and action on this issue in order to bring contributions of qualitative and quantitative nature for the formation of readers, producers of texts, critical citizens active in society that actually have a significant knowledge.