Quem lê um ponto aumenta um ponto: Ensino de ciências a partir da leitura de histórias

Abstract

This monography presents an analysis of the potential of reading stories as a mediator in Science Education for children. From five planned literary reading sessions, using Monteiro Lobato's work “Serões de Dona Benta” (Night Chatting With Mrs. Benta), we discuss teaching, learning, conceptual change and scientific knowledge having as a guiding thread the construction of an academic–literary narrative. The research was conducted in a school of the municipal network of the city of Remigio/PB and it had the participation of 20 children from the 3rd, 4th and 5th grades of Elementary School, aged between 9 and 12 years old. Supported by discussions that refer to the role of pedagogical mediation in the teaching and learning process, specifically the scaffolding strategy, the analysis of the results indicated that the reading of stories contributed to the learning and the problematization of scientific content and that the chosen work proved appropriated to the such an end. As final considerations, we warn about the need for translation of terms unknown by children, especially the scientific vocabulary, recommending scaffolding as a possibility of pedagogical mediation for the teaching of scientific language to children.