نبذة مختصرة : The literature reports different studies related to critical reading in science teaching, referencing analytical instruments, some exclusively focused on the study and analysis of reading skills, on strategies and teaching activities, among others. In part icular, the objective of this investigation was to evaluate the critical reading of information with scientific content about food conveyed in the media by students of an integrated technical course in food using an instrument adapted from the acronym CRIT IC developed by Bartz (2002) in comparison with Paulo Freire's perspective. The intervention was developed in 2 moments with students from the technical high school in food at IFRN Novos. The 1st moment included 3 stages: before reading (r Campus Currais eading of images and title); during reading (reading of the news text and use of the adapted CRITIC); after reading (reading of clippings from the scientific article text). In the second moment, we inserted a 4th stage for rewriting the news, seeking appro ximations to the student's world context and to dialog, essential pillars in Freirean pedagogy. As for the analysis directions, we highlight that they are possibilities to help the teacher in the interpretation of the results obtained from the use of the g enerating questions and the rewriting of the news. Such results originated two publications (a book chapter and a scientific article) and a proposal of a critical reading activity in the light of Freirean thought (involving the student from the choice of t he generating theme, the use of generating questions in substitution of CRITIC, and the free rewriting of the news). We emphasize that the reading of news texts with scientific content aggregated assertive paths in the search for relating the students' wor ld context with the disciplines worked in the food technical course and in a useful way to the formation of criticality and scientific education. ; A literatura relata diferentes estudos relacionados a leitura crítica no ensino de ciências ...
Processing Request
No Comments.