Análise do processo de re-elaboração discursiva de um texto de divulgação científica para um texto didático
Abstract
Neste artigo discutimos um movimento de recontextualização discursiva no qual um texto de divulgação científica foi adaptado e incluído num livro didático de Biologia para o Ensino Médio. Discutimos mudanças na linguagem, vocabulário, estruturas genéricas, formas de argumentação, uso de recursos visuais e suas implicações e suas implicações em termos da visão de natureza da ciência nos dois textos. Nossos resultados apontam para a complexidade do processo de recontextualização discursiva de textos científicos para uso didático e reforçam a necessidade de um papel ativo para o professor enquanto leitor crítico destes materiais e mediador na suas incorporações em sala de aula.
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