TEACHING DIRECTIONS EXPRESSED BY SCIENCE TEACHERS IN LETTER TO THEIR STUDENTS

Abstract

In this article we present a qualitative research, in the narrative modality. We aim to investigate the senses of teaching in narratives of science teachers, expressed in letters to their students, in an investigative context. It supposes a Discursive Textual Analysis (ATD), as an analytical method, or that allows the capture that, looking back at you, as research collaborating teachers, understand or teach to learn how to learn in two senses, while teaching and learning, having The objective of the teaching work is to contribute to the formation of critical citizenship of students. We conclude that positive teacher-student affective relationships are fundamental to the learning of both, contributing to the self-formation and formation of the critical citizen.