Ciência e arte: entre conceitos, relações e implicações educacionais
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Data
2018-08-24
Autores
Benedicto, Erik Ceschini Panighel
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Universidade Estadual Paulista (Unesp)
Resumo
Em 1959, o físico C.P. Snow defendeu sua ideia de que arte e ciência têm se mostrado como duas culturas que não se comunicam. Desde então, essa proposição tem sido utilizada para expressar a relação entre essas duas atividades e serviu de problematização inicial para construção desta tese, que teve por objetivo responder: como se estabelece a relação entre ciência e arte e de que maneira isso se relaciona a questões educacionais? Para responder essa pergunta realizou-se uma pesquisa de caráter teórico iniciada por uma trajetória conceitual. Inicialmente, apresentam-se debates sobre a conceituação de cultura e a significação adotada por Snow, que se refere ao termo como um conjunto de valores e conceitos partilhados por um grupo. Ainda, além das questões culturais, foi necessário compreender a relação entre ciência e arte do ponto de vista dos termos disciplina e interdisciplinaridade. Essas palavras também se apresentaram polissêmicas, com significados atrelados a diferentes vertentes, principalmente a epistemológica e a pedagógica. Por fim, obteve-se que o termo cultura possui maior caráter social, ao passo que disciplina e interdisciplinaridade se relacionam em sua maior parte com a questão epistemológica e possuem menor abrangência que cultura. Em seguida, as atividades científicas e artísticas foram clarificadas com base em questões de sua história e filosofia e pode-se compreender que as conceituações dessas palavras estão fortemente atreladas a questões sócio-históricas. Tendo caracterizado as atividades foi possível estabelecer as relações entre elas de dois modos principais: o uso de conceitos, produtos e técnicas científicas na produção de arte e o uso da arte como objeto de estudo e meio de comunicação e divulgação da ciência. Outras relações também puderam ser feitas com os museus dedicados a essas duas atividades e, então, pode-se estabelecer diversos pontos de convergência e divergência entre ciência e arte. Com relação às questões educacionais, constatou-se que o ensino dessas atividades se encontra atrelado às questões históricas, científicas e sociais. Um levantamento de documentos educacionais brasileiros como LDBEN, PCN e BNCC indicaram a obrigatoriedade e importância dessas duas áreas na constituição do cidadão crítico, consciente e atuante em sua realidade, o que exige a inserção tanto de debates científicos quanto artísticos para além da formação básica.
In 1959, the physicist C.P. Snow defended his idea that art and science two incommunicable cultures. Since then, this thesis has been used to express the relationship between these two activities and served as an initial problem to construct this thesis, whose objective was to answer: How is the relationship between science and art established and how does it relate to educational issues? In order to answer this question a theoretical research initiated by a conceptual trajectory was carried out. Initially presenting debates about the conceptualization of culture and the meaning adopted by Snow, which refers to the term as a set of values and concepts shared by a group. Also, in addition to cultural issues, it was necessary to understand the relationship between science and art from the point of view of the terms discipline and interdisciplinarity. These words were also polysemic, with meanings tied to different aspects, mainly epistemological and pedagogical. At the end, it was obtained that the term culture has a greater social character, whereas discipline and interdisciplinarity are more related to the epistemological question and have less embracing than culture. Then it was necessary to clarify and characterize the scientific and artistic activities, in order to be able to seek their relations. As a means of discussion, it was used mainly history and philosophy which provided that the conceptualization of these words are strongly tied to socio-historical issues. Having characterized the activities it was possible to seek relationships between them, and these revealed in two main forms: the use of concepts, products and scientific techniques in the production of art and the use of art as an object of study and means of communication and dissemination of science. Other relationships could also be made with the museums dedicated to these two activities and then, several points of convergence and divergence between science and art were established. After all these discussions the focus was on the educational sector, and it was found that the teaching of these activities was also strongly connected with historical, scientific and social issues to the point that the current educational objectives of both are a result of what is understood about science and art today. Thus, a survey of Brazilian educational documents, such as LDBEN, PCN and BNCC, indicated the obligatory and importance of these two areas in the constitution of the critical, conscious and active citizen in their reality, since science and art have shown themselves as means of questioning, understanding and act on the world, which requires the insertion of scientific as well as artistic debates in addition to basic education
In 1959, the physicist C.P. Snow defended his idea that art and science two incommunicable cultures. Since then, this thesis has been used to express the relationship between these two activities and served as an initial problem to construct this thesis, whose objective was to answer: How is the relationship between science and art established and how does it relate to educational issues? In order to answer this question a theoretical research initiated by a conceptual trajectory was carried out. Initially presenting debates about the conceptualization of culture and the meaning adopted by Snow, which refers to the term as a set of values and concepts shared by a group. Also, in addition to cultural issues, it was necessary to understand the relationship between science and art from the point of view of the terms discipline and interdisciplinarity. These words were also polysemic, with meanings tied to different aspects, mainly epistemological and pedagogical. At the end, it was obtained that the term culture has a greater social character, whereas discipline and interdisciplinarity are more related to the epistemological question and have less embracing than culture. Then it was necessary to clarify and characterize the scientific and artistic activities, in order to be able to seek their relations. As a means of discussion, it was used mainly history and philosophy which provided that the conceptualization of these words are strongly tied to socio-historical issues. Having characterized the activities it was possible to seek relationships between them, and these revealed in two main forms: the use of concepts, products and scientific techniques in the production of art and the use of art as an object of study and means of communication and dissemination of science. Other relationships could also be made with the museums dedicated to these two activities and then, several points of convergence and divergence between science and art were established. After all these discussions the focus was on the educational sector, and it was found that the teaching of these activities was also strongly connected with historical, scientific and social issues to the point that the current educational objectives of both are a result of what is understood about science and art today. Thus, a survey of Brazilian educational documents, such as LDBEN, PCN and BNCC, indicated the obligatory and importance of these two areas in the constitution of the critical, conscious and active citizen in their reality, since science and art have shown themselves as means of questioning, understanding and act on the world, which requires the insertion of scientific as well as artistic debates in addition to basic education
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Palavras-chave
Ciência, Arte, Ciência e arte, Duas culturas, Interdisciplinaridade, Science, Art, Science and art, Two cultures, Interdisciplinarity