Made available in DSpace on 2016-04-28T19:34:05Z (GMT). No. of bitstreams: 1 Rodrigo Leite da Silva.pdf: 20875319 bytes, checksum: 554cabea7e4b5d63a6e4289b78db38cb (MD5) Previous issue date: 2016-03-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis comprises the popular science articles require treatment by Textual Linguistics, Discourse, complimented by Critical Discourse Analysis. Its theme the popular science articles published in the field of history, which treat of the Second Empire Imperial in Brazil and present the reconstruction of the main characters of this period are: From Pedro II and Princess Isabel. This thesis is justified, as popular science articles are organized by a narrative of scientific discovery in modified news event. The news event is guided from the selection of topics through the following categories: Offbeat and Current. Two popular science articles were analyzed that being a magazine published in Adventures in History and the other in the history of the magazine National Library. The overall objective is to contribute to the studies of popular science discourse within the text and speech and specific: 1) To examine the textual construction, through textual sequences that are embedded in popular science article; 2) Analyze the processing of opinionated promoter of ratings in relation to the scientific findings produced by historical research. The results show that: the popular science article is a genre opinionated and his producer, the science writer, is one that produces opinions about the findings derived from the historical science, so that collaborate for the democratization of scientific knowledge. Opinions are built in accordance to company-Journal of interests. Therefore, the opinions produced by science communicators in popular science articles are arranged from facts and arguments of the promoter and are guided by the semantic categories of journalistic news (unusual and current) / Esta tese compreende que os artigos de divulgação científica necessitam de tratamento pela Linguística Textual-Discursiva, complementada pela Análise Crítica do Discurso. Tem por tema os artigos de divulgação científica publicados na área da História, os quais tratam do Segundo Reinado Imperial no Brasil e apresentam a reconstrução dos principais personagens desse período que são: Do Pedro II e a Princesa Isabel. Esta tese se justifica, pois os artigos de divulgação científica são organizados por uma narrativa da descoberta científica modificada em evento noticioso. O evento noticioso é guiado a partir da seleção de temas, por meio das categorias: Inusitado e Atual. Foram analisados dois artigos de divulgação científica que sendo um publicado na revista Aventuras na História e o outro na revista de História da Biblioteca Nacional. O objetivo geral é contribuir com os estudos do discurso de divulgação científica, no âmbito do texto e discurso e, os específicos: 1) Examinar a construção textual, por meio das sequências textuais que se incrustam no artigo de divulgação científica; 2) Analisar o processamento das avaliações opinativas do divulgador, em relação às descobertas científicas produzidas pela pesquisa historiográfica. Os resultados obtidos demonstram que: o artigo de divulgação científica é um gênero textual opinativo e seu produtor, o divulgador científico, é aquele que produz opiniões a respeito das descobertas oriundas da ciência histórica, de modo que colabore para a democratização do saber científico. As opiniões são construídas em conformidade aos interesses da empresa-jornal. Assim sendo, as opiniões produzidas pelos divulgadores científicos nos artigos de divulgação científica são organizadas a partir de fatos e argumentos do divulgador e são guiados pelas categorias semânticas da notícia jornalística (inusitado e atual)

De nos jours, différentes ressources littéraires de vulgarisation scientifique (VS), notamment la littérature jeunesse, sont utilisées pour aborder des contenus scientifiques en classe de primaire. Sans tenter de se substituer aux manuels scolaires, ces outils d’éducation non formels proposent différents textes narratifs et informatifs qui présentent des concepts scientifiques. En plus de développer la curiosité scientifique, la littérature jeunesse propose souvent des textes scientifiques d’une grande qualité. Néanmoins, son utilisation n’est pas exempte de difficultés. Notamment, ce type de littérature présente parfois des concepts erronés entraînant le développement de fausses conceptions. Afin d’accompagner les vulgarisateurs scientifiques dans l’élaboration de ressources de VS adaptées aux conceptions alternatives des jeunes lecteurs, et ultimement les amener à remettre en question leurs idées préconçues, nous avons identifié un dispositif didactique conçu essentiellement pour le travail en classe : le texte de réfutation. Pour tenter d’amener un changement conceptuel chez les élèves, ce texte énonce d’abord une conception alternative, puis la réfute, pour ensuite présenter l’explication scientifique du phénomène décrit. Pour donner suite à l’analyse de trois textes de réfutation, nous avons été à même d’identifier certains concepts qui sont au cœur de ce dispositif didactique, notamment la carte conceptuelle, les niveaux de formulation et la transposition didactique. Inspiré par ces concepts, nous avons élaboré un modèle didactique de VS ayant pour but d’accompagner pas à pas un vulgarisateur scientifique dans la conception de ressources adaptées au public de jeunes lecteurs. Le modèle Design Experiment nous a permis de mettre à l’essai et de bonifier cette version provisoire du modèle didactique de VS, grâce à la participation de deux vulgarisateurs scientifiques qui ont chacun élaboré deux textes de vulgarisation scientifique : l’un, des textes narratifs et l’autre, des textes informatifs, pour une cohorte de 83 élèves de cinquième année du primaire. Les sujets abordés dans ces textes sont le requin blanc, le béluga, et les muscles et l’entraînement. Pour que nous puissions étudier l’évolution des conceptions des élèves, chacun d’eux a répondu à un prétest et un posttest, et certains élèves ont également été sollicités pour participer à des entrevues de groupe avec les vulgarisateurs. Cette recherche a permis de réunir la didactique et la VS. Les vulgarisateurs ont pu mesurer la pertinence de prendre en compte les conceptions alternatives des jeunes lecteurs, tirer profit du texte de réfutation et adapter le niveau de formulation de leurs textes. / Nowadays, different literary resources of popular science, including children's literature, are used to address the scientific content in elementary classrooms. Without trying to replace textbooks, these non-formal educational tools offer different narrative and informative texts that present demonstrations of science. In addition to developing scientific curiosity, children's trade books propose scientific texts of high quality. However, these texts would not be without some level of weakness. In particular, they sometimes present erroneous concepts leading to misconceptions. To support the science writers in the popular science resource development suited to alternative conceptions of young learners, and ultimately to get them to change these conceptions, we identified a didactic text designed primarily for classroom work called refutation text. To promote conceptual change, the text first sets out an alternative design, refutes the alternative conception, and then presents scientific explanation. After the analysis of three refutation texts, we were able to identify some didactic concepts at the heart of this text pattern; the concept map, the learner’s knowledge level, and didactic transposition. Inspired by these concepts, we have developed a didactic model of popular science to accompany a science writer, step by step, in the design of appropriate resources for young readers. The Design Experiment model has allowed us to test and improve this experimental model of popular science through the participation of two science writers who each developed two popular science texts. One writer composed two narrative texts, another wrote two informative texts for a group of 83 students in fifth grade. Topics covered in these texts were white sharks, beluga whales, and muscles and training. To study the evolution of student conception, each answered pre-test and post-test questions and some students were also asked to participate in group interviews with the science writers. This research brought together didactics and popular science. Science writers were able to measure the relevance of taking into account the views of young readers’ conceptions, the use of refutation text, and the adaptation of the texts to learner’s knowledge level.