Cinema e o ensino de Ciências: filmes como possibilidade didática nos anos iniciais da educação básica
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Data
2019
Autores
Fernandes, Caique Del Buono
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho, de natureza qualitativa e com característica autobiográfica, pretendeu, a partir da perspectiva e da narrativa do professor pesquisador, analisar a potencialidade do filme como recurso didático do ponto de vista pedagógico e operacional, bem como ferramenta didática em atividades de
Ensino de Ciências na Educação Básica. O filme, um recurso multissensorial, foi capaz de estimular e desenvolver a interlocução com os participantes, por meio de um contexto linguístico que favoreceu a interação e a troca de conhecimentos entre os
participantes, utilizando como procedimento didático a roda de conversa e a confecção de desenhos. A roda de conversa permitiu que se criasse um espaço de diálogo e reflexão onde pôde-se discutir de uma maneira crítica informações veiculadas pelo filme. Os desenhos foram capazes de desvelar significados que os participantes atribuíram às cenas do filme e foram ferramentas importantes no processo de percepção do aprendizado dos participantes. Consideramos que o trabalho desenvolvido trouxe resultados satisfatórios evidenciando a potencialidade do uso de filmes como um recurso pedagógico viável para o processo de ensino aprendizagem de conteúdos de ciências. O uso de tecnologias como mídias eletrônicas e filmes educativos, se bem planejados e explorados, podem resultar em trabalhos didáticos interessantes, de forma a engajar os estudantes em discussões e
outras formas de leituras, que contribuam para uma formação mais ampla.
This qualitative and autobiographical work aimed to analyze, from the perspective and narrative of the teacher-researcher, the potential of movies as a didactic resource from the pedagogical and operational point of view, as well as a didactic tool in teaching activities of Science in Basic Education. The movie, a multisensory resource, was able to stimulate and develop dialogue with the participants, through a linguistic context that favored the interaction and the exchange of knowledge between the participants, using as a didactic procedure the conversation wheel and drawings. The conversation wheel allowed the creation of a space for dialogue and reflection where it was possible to critically discuss information conveyed by the film. The drawings were able to unveil meanings that participants attributed to the scenes of the movie and were important tools in the participants' perception of learning process. We consider that the work developed brought satisfactory results showing the potentiality of the use of movies as a viable pedagogical resource for the teaching-learning process of science contents. The use of technologies such as electronic media and educational movies, if well planned and explored, can result in interesting didactics works in order to engage students in discussions and other forms of reading that contribute to broader education.
This qualitative and autobiographical work aimed to analyze, from the perspective and narrative of the teacher-researcher, the potential of movies as a didactic resource from the pedagogical and operational point of view, as well as a didactic tool in teaching activities of Science in Basic Education. The movie, a multisensory resource, was able to stimulate and develop dialogue with the participants, through a linguistic context that favored the interaction and the exchange of knowledge between the participants, using as a didactic procedure the conversation wheel and drawings. The conversation wheel allowed the creation of a space for dialogue and reflection where it was possible to critically discuss information conveyed by the film. The drawings were able to unveil meanings that participants attributed to the scenes of the movie and were important tools in the participants' perception of learning process. We consider that the work developed brought satisfactory results showing the potentiality of the use of movies as a viable pedagogical resource for the teaching-learning process of science contents. The use of technologies such as electronic media and educational movies, if well planned and explored, can result in interesting didactics works in order to engage students in discussions and other forms of reading that contribute to broader education.
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Palavras-chave
Ensino de Ciências, Filmes, Recurso didático, Ensino fundamental, Roda de conversa, Science teaching, Movies, Didactic resource, Elementary school