Didactic sequence resorting to argumentation as a teaching strategy and to the textual genre charge on transgenic food as a didactic resource

Abstract

This work is part of a current doctorate’s these about the teaching experience and learning using the textual genre charge ( illustrations used often on everyday western world and typically related to current facts), aiming to stimulate the Secondary School students’ critical argumentation about the theme related to transgenic food, focusing on Science, Technology and Society. Therefore, the didactic sequence has been structured in four steps: initial questioning, knowledge organization, evaluation and application. I has been fulfilled in two lessons and applied on groups from Secondary School Integrated of Agriculture and Agro-industry from the Federal Institute of Education, Science and Technology. The results acquired after analyse of texts created by the students revealed that the use of charges, in fact, contributed to their acknowledgement in relation between the transgenic food’s content and its everyday life.