THE IMPORTANCE OF TECHNICAL AND SCIENTIFIC LANGUAGE TEACHING IN THE 21st CENTURY

Abstract

Should we go on a quick journey through the history ofknowledge, we will find that, since our primitive ancestor discovered he couldexpand his arm to take a fruit from a tree using a stick, there have beenendless other discoveries. Such facilitation of physical work allowed us timefor philosophy, for intellectual curiosity, and this discovery urged to besocially broadcasted. The hieroglyphic script was followed by the Cuneiformscript until the Phoenicians created the first alphabetic writing and reducedthe numerous symbols of the previous ones to thirty letters, allowing theproduction of the holy books (Bible and Vedas). Through the Greeks, science aswe know it had its birth certificate registered; since then, it has improveditself progressively and the best means to express knowledge is through verballanguage. All sciences seek a universal conception of the world, so there is amore egalitarian piece of reality, which consequence is the possibility ofscientific concepts being more equal between the languages than the concepts ofcommon language, as well as their relations and systems. Conceptual systems ofcommon language (LC) differ from those of specialized languages (LSP), sincethe first imposes its concepts to reality and the latter tries to recognizelimits within reality. Amidst the many challenges of 21st centuryeducation, we have the teaching of technical-scientific language. This articledialogues with several researchers who show concern about this challenge,carrying a reflection on some current practices. At the end, we propose theneonimy<term-paraphrase> and a methodological sequence for this teachingand learning. Applying quotes from philosophers on the subject, we have reachedthe conclusion that it is necessary to further raise this concern in Brazilianeducation.