Letters for those who dare to teach Science: correspondences and experiences in Initial Teacher Training

Abstract

Studies involving the role of language in science education demonstrate the relevance of producing and developing strategies for teaching and teacher education that broaden the relationship of subjects with the concepts developed through the expansion of various reading and writing activities. In this research, some theoretical constructs of the Discourse Analysis of Pêcheux (2011) and Orlandi (2009, 2008, 1998, 1996) were used as analysis reference and, as educational reference Paulo Freire (1993, 1988) and Pimenta (2005, 1999). It is from this need to think about the practice, from it and with it, that we seek to understand the discursive objects (referents) that took place in the dialogues between students from two different universities and who attended the Supervised Internship in Science Teaching and of Methodology of Teaching of Natural Sciences. The corpus selected for the analysis involved six correspondences exchanged by one of the pairs of interlocutors, named E5 and Constellation Group. Rescuing the students' correspondences, during the process of analysis of the selected corpus, we observed that they materialized meanings about the Supervised Internship and the teaching in Sciences. In addition, the quality of the interactions demonstrated that the spaces and moments of dialogue in the initial formation of teachers should be expanded, as well as made us reflect on the university teaching action, contributing to the qualification of pedagogical practices and the production of knowledge for science teaching.