READING CIÊNCIA HOJE DAS CRIANÇAS: THE MAGAZINE’S USAGE MODES AND OWNERSHIPIN CLASSROOM

ABSTRACT: This work deals with usage modes and magazine ownership of Ciência Hoje das Crianças in an elementary school’s early grade class. Theoretical and methodological perspective analysis are inspired by Bakhtin and Vygotsky’s conceptions of verbal interaction and “educational memory” in classroom events. The analysis indicates that using Ciência Hoje das Crianças in classroom helps circulate science communication language. It emphasizes the magazine’s importance in Science classes, given the level of involvement of children and teacher, learning scientific content and the quality of participation of all during pedagogical experience with the publication. However, this attitude is not built spontaneously and is related, among other things, to the access of the magazine in class and how the activities were conducted by the teacher.