Jornalismo científico como material didático num curso de Letras: Observação de práticas educativas no Ensino Superior e análise comparada

Abstract

For this paper, the method of peer observation of teaching was employed in order to document the use of science journalism as part of a class focused on textual analysis in a teacher education program for Language and Literature. These data were then used for a comparative analysis with other classroom observations where science journalism was utilized in different programs, both at Higher Education and High School levels. Considering the intersections between formal education (school-based) and informal education (non-school-based, such as journalism), this study highlights the potential of journalism as both educational material and as a subject for qualitative research in didactic transposition. In general, during the class which was observed in the Language and Literature program, science journalism served the purpose of a script for the class, functioning as the basis for both guided reading and a practical writing exercise. Unlike other courses, the Language and Literature class was the only one that focused on the linguistic properties of the text rather than solely on its content, particularly at the sociolinguistic and discursive levels of analysis. It is concluded that science journalism has the potential to establish connections between theoretical principles and texts whose meanings materialize through dialogic interpretation in the historical world. Furthermore, they enable professors/teachers to more easily identify whether learning is actually occurring at a metacognitive level.