Mapeando Elementos do Campo e da Linguagem em Textos de Relatórios de Aulas Práticas em Química Orgânica Produzidos por Estudantes

Edinilza Maria Anastácio Feitosa; Eduardo Fleury Mortimer

doi:10.28976/1984-2686rbpec2026u429460

Autores

Edinilza Maria Anastácio Feitosa Universidade Estadual do Ceará https://orcid.org/0000-0001-6293-0703
Eduardo Fleury Mortimer Universidade Federal de Minas Gerais https://orcid.org/0000-0002-3025-121X

DOI:

https://doi.org/10.28976/1984-2686rbpec2026u429460

Palavras-chave:

language, chemistry, entity, systemic functional linguistics, higher education

Resumo

In the field of chemistry, writing must move between macroscopic, submicroscopic and representational levels, using specific elements of language and the context in which language is produced. Analysis models based on Systemic Functional Linguistics, one that analyzes the construction of the field, and another that analyzes the construction of entities within discursive semantics, were used to analyze the writing of undergraduate chemistry students. Our objective was to evaluate whether these models could be applied to chemistry texts produced by students, identifying the linguistic choices used in the textual production, through the mapping of specific entities of the field of chemistry and to make adaptations to the evaluated models so that they are suitable for the context of Chemistry. The corpus of analysis consisted of 31 texts divided into three groups of experiments in organic chemistry. For each group, elements related to the field (taxonomic relations, types of activities and properties) and elements of language (entity, dimensionality and living grammatical metaphors) were mapped. The analysis of the texts showed that students have difficulty describing the field of chemistry in the submicroscopic world and this impacts the construction of taxonomies and the type of activities described. The mapping of entities indicated that the diversity of entities depends directly on the type of experiment and that students do not construct live grammatical metaphors. Therefore, the analysis models adopted in this article can be used to analyze texts produced by chemistry students. However, the texts analyzed here refer to a specific area of chemistry, organic chemistry. One possible unfolding of this research would be to extend this study to other areas of chemistry.

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Biografia do Autor

Eduardo Fleury Mortimer, Universidade Federal de Minas Gerais

Eduardo F Mortimer é Professor Emérito da Faculdade de Educação da UFMG. É bacharel e licenciado em Química, na UFMG. Em 1994 defendeu tese de doutorado na USP. Essa tese foi posteriormente ampliada e publicada pela Editora UFMG, em 2000, sob o título de Linguagem e formação de conceitos no Ensino de Ciências. Entre seus interesses de pesquisa destacam-se: a relação entre elaboração de conceitos científicos e o uso da linguagem e do discurso em salas de aula de química e ciências. Sua atuação junto ao FoCo - grupo de formação continuada, pesquisa e produção de materiais didáticos – que gerou em 2011, os 3 volumes do livro Química, para o ensino médio, da Editora Scipione, escrito em parceria com Andréa Horta Machado, que foi aprovado em todas as edições do PNLD. Mortimer foi coordenador do Programa de Pós-graduação em Educação da UFMG de 2002 a 2004, diretor da Divisão de Ensino da Sociedade Brasileira de Química de 2000 a 2004, membro do CA do CNPq na área de Educação de 2003 a 2006 e de 2011 a 2014 e Presidente da Associação Brasileira de Pesquisa em Educação em Ciências de 2006 a 2009. Foi co-editor da Revista Brasileira de Pesquisa em Educação em Ciências de 2001 à 2005, editor coordenador de Química Nova na Escola de 2000 a 2007, editor de Educação em Revista de 2004 a 2007, e editor de Revista da Sociedade Brasileira de Ensino de Química de 2017 a 2023. Foi membro do Conselho Técnico Científico - Educação Básica, da CAPES, de 2014 a 2018. Atualmente é membro de Comitê Editorial e árbitro em revistas nacionais e internacionais das áreas de educação e de educação em ciências. É também pesquisador I-A do CNPq.

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