Reading strategies applied to scientific popularization texts to approach oil spills on Brazilian Northeast beaches

Abstract

This work had as objective an initial investigation on reading strategies applied to scientific popularization texts. These strategies aim at mastering decoding skills, understanding the content read and proposing and verifying hypotheses in reading. We sought to assess to what extent they could contribute to the understanding of high school students about the oil spill on Brazilian beaches that occurred in 2019. The results indicate that students had dialogic spaces to take a stand on political, social and economic issues related to the theme of the texts, as well as the increase in the level of understanding of the sciences involved in the facts reported. Furthermore, arguments for questions about the nature of science and its internal procedures emerged during and after the reading. Additionally, it was possible to perceive interactions between student-teacher and student-student, in all stages of reading.