A PRÁTICA DA ESCRITA E DA REESCRITA ORIENTADA NO PROCESSO DE SIGNIFICAÇÃO CONCEITUAL EM AULAS DE QUÍMICA

Abstract

We present a Doctoral Degree Research clipping that had, as main goals, to offer the use and the meaning of Chemistry language Science Undergraduate Students, through writing and rewriting in qualified guidance process. To produce data, textual content analysis principles were used a priori and we elaborated emerging categories in the process. The discussion considers the results of the students' textual analysis and guidance with attention in particular, especially discursive interaction and the possibility of conceptual appropriation and conceptual evolution. The results can state that Chemistry language use by the students in guided places enabled advances in the conceptual meaning in chemistry with different levels of generalization.