O ensino de ciências em cena: perspectivas críticas
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Data
2019-02-27
Autores
Chaves Filho, Flávio Henrique
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo apresenta a incursão sobre a interface Teatro-Ensino de Ciências (EC), buscando evidenciar e analisar suas potencialidades formativas a partir de um referencial crítico de Educação. Sendo assim, os objetos em análise são o EC no Brasil, suas ligações com a Arte (em específico o Teatro) e a formação humana do indivíduo mediada pela educação escolar. Sendo assim, foi necessário delimitar a partir de que fonte de dados essa interface seria analisada. Deste modo, os dados da pesquisa foram coletados a partir de trabalhos apresentados em eventos acadêmicos das áreas de ensino de Ciências e Biologia, acreditando que tais eventos contém uma gama de contribuições para a área da Educação Científica no que tange a reflexão sobre modelos psicopedagógicos para o EC. A partir da ferramenta metodológica de Bardin (1997), foram obtidas oito categorias que apontam as potencialidades formativas para o Teatro: 1. Apresentação do Conteúdo; 2. Problematização; 3. Contextualização; 4. Função Integrativa; 5. Desenvolvimento da Criatividade; 6. Mobilização de mecanismos cognitivos; 7. Formação Cultural; 8. Estímulo à motivação e interesse. Tais potencialidades foram analisadas através de princípios teóricos da Pedagogia histórico-crítica (PHC) e da Psicologia histórico cultural (PsiHC), além de contribuições teórico-práticas dos teatrólogos Bertold Brecht e Augusto Boal, apontando caminhos sistemáticos e metódicos que favoreçam a apropriação de conteúdos referentes ao Ensino de Ciências e Biologia.
This study presents the incursion on the Theater-Science Teaching (CE) interface, seeking to evidence and analyze its formative potentialities from a critical reference of Education. Thus, the objects in analysis are the EC in Brazil, its links with Art (in particular the Theater) and the human formation of the individual mediated by school education. Therefore, it was necessary to delimit from which data source this interface would be analyzed. Thus, the research data were collected from papers presented at academic events in the areas of Science and Biology teaching, believing that such events contain a range of contributions to the area of Scientific Education in what concerns the reflection on psychopedagogical models for or EC. From the methodological tool of Bardin (1997), eight categories were obtained that point out the formative potentialities for the Theater: 1. Presentation of the Content; 2. Problematization; 3. Contextualization; 4. Integrative Function; 5. Development of Creativity; 6. Mobilization of cognitive mechanisms; 7. Cultural Training; 8. Stimulating motivation and interest. These potentialities were analyzed through theoretical principles of historical-critical pedagogy (PHC) and historical cultural psychology (PsiHC), as well as theoretical and practical contributions of the theatricians Bertold Brecht and Augusto Boal, pointing out systematic and methodical paths that favor the appropriation of contents concerning the Teaching of Sciences and Biology.
This study presents the incursion on the Theater-Science Teaching (CE) interface, seeking to evidence and analyze its formative potentialities from a critical reference of Education. Thus, the objects in analysis are the EC in Brazil, its links with Art (in particular the Theater) and the human formation of the individual mediated by school education. Therefore, it was necessary to delimit from which data source this interface would be analyzed. Thus, the research data were collected from papers presented at academic events in the areas of Science and Biology teaching, believing that such events contain a range of contributions to the area of Scientific Education in what concerns the reflection on psychopedagogical models for or EC. From the methodological tool of Bardin (1997), eight categories were obtained that point out the formative potentialities for the Theater: 1. Presentation of the Content; 2. Problematization; 3. Contextualization; 4. Integrative Function; 5. Development of Creativity; 6. Mobilization of cognitive mechanisms; 7. Cultural Training; 8. Stimulating motivation and interest. These potentialities were analyzed through theoretical principles of historical-critical pedagogy (PHC) and historical cultural psychology (PsiHC), as well as theoretical and practical contributions of the theatricians Bertold Brecht and Augusto Boal, pointing out systematic and methodical paths that favor the appropriation of contents concerning the Teaching of Sciences and Biology.
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Palavras-chave
Teatro e ensino de ciências, Pedagogia histórico-crítica, Pedagogia histórico-crítica e Teatro, Ensino de ciências e arte, Theater and science teaching, Historical-critical pedagogy, Historical-critical pedagogy and theater, Teaching science and art