Expressão de conceitos e significados bioquímicos à luz da gramática de design visual

Abstract

The present work had the purpose of investigate the process of construction of concepts and biological meanings of academics in Biological Sciences from Universidade Federal Rural de Pernambuco (UFRPE) through Conceptual Schemes in Parking Lot (ECPL). By contemplating innumerable articulations among the concepts, a focus was given to the subject of Carbohydrate Metabolism. During one of the classes, seven ECPLs were produced by the students, six of which composed the data corpus of this paper. Bearing this in mind, the analysis was based on the Visual Design Grammar (GDV) proposed by Kress and Van Leeuwen, whose principles are based on Social Semiotics. As an outcome, the presence of all GDV categories, as well as gaps regarding the concept of cellular respiration in all schemes, were verified in the process of building the concepts of the learners. It has also been revealed through the categories that the aspects commonly known by students (the social) are positioned to the left, configuring the Given, and what was constructed, possibly the new (biological) concepts developed by the students, were placed to the right, that is, the New. In addition, it was verified that the ECPL constitutes as an instrument of multi literacy, because it is endowed with numerous signs, and can be used as a collaborative tool of the teaching-learning process. Finally, the analysis of these schemes still raises a discussion about visual literacy, that is, the proper use of non-verbal text in the classroom as a means of producing concepts and meanings articulated in biology.