Textual Typologies Produced by Students by Transforming an Artistic Sign as Learning Indication

Abstract

This study uses the transcoding process of visual perceptions of an image to written language in order to monitor the learning of physics concepts. Through this procedure, high school students were asked to write a piece of text that interprets an artistic work from possible connotative readings that associate it to the content taught. In addition to the scientific content domain by the learner, the discursive organization employed in the text is also examined. The discursive organization is based on descriptive, narrative and discursive typologies. In that sequence, they form an increasingly complex composing structure. The study starts from the assumption that the appropriation of the content taught tends to keep a correlation with the typological development used while constructing the text. Results indicate that dissertation organizations tend to indicate better understanding of the content when compared to narratives or descriptions. Thus, the study suggests considering text typology as a complementary tool to assess the learner’s understanding of the taught content.