ABSTRACT:
In this work, based on the fundaments of cultural-historical perspective of human development, we focus on the problem of pedagogical mediation reading science textbooks in classrooms. We argue in favour of reading science texts to learn science, and about the central role that teaching mediation plays in this process. From data of a specific reading mediation, we discussed teacher's actions in front of student's counter-words that emerged during a shared reading. We conclude that the mediation was created as a dialogical social practice (through words) and pedagogical (for the other), which contributes to the student's process of understanding science and about science, in addition to working a new text collectively built by offered counter-words.
Keywords:
Mediation; Reading; Teaching and learning of science.