School literacy and pop science texts – the appropriation of genres at school

Abstract

In this paper we define school literacy based on the approach of multiple and situated literacies (multiliteracies) and, from a Bakhtinian perspective, we briefly describe some pop science genres (dictionary/encyclopedia entries, papers, reportages) that are frequently taught. Viewing the process of genre appropriation as an important aspect of school literacy practices and processes, in the second part of the paper we analyze how the process appropriation of pop science genres occurs in classrooms, examining expositions (seminars) of secondary school students (7th and 8th grades). The results show that pop science texts, although very frequent in school textbooks and discursive practices, are not effectively approached and their appropriation by the students occurs by language immersion, which raises difficulties specifically related to specialized languages.