A literatura de ficção e o ensino de ciências: uma proposta didática

Abstract

The teaching of Science, and more specifically the teaching of Physics, has been the subject of several debates in the context of educational research. And among the discussions that are raised is the need for didactic and methodological reformulation of Science teaching. The supremacy of equations and the memorization of mathematical exercises are some of the criticisms of traditional Physics teaching. In this debate, some approaches are highlighted as potentially relevant in the quest to improve Science teaching, and among them is the proposal for dialogue between Literature and the aforementioned teaching. The arguments in favor of this proposal are diverse, but its effectiveness in the school environment is still embryonic. In this research we aim to investigate the strengths and limitations of a didactic proposal built from the interlocution between the teaching of Physics and science fiction literature. The proposal was elaborated from the work Frankenstein, by the author Mary Shelley and, a didactic sequence circumscribed to the universe of school scientific literacy will be one of the results of this work. With regard to methodology, this is a qualitative research limited to the universe of research in Science teaching. It can be considered as an educational research or case study. The didactic intervention was carried out successfully, becoming one more step in the path of breaking with traditional teaching that ends up limiting the didactic action in just one aspect of knowledge. Students took a more active stance with an evident change in attitude with regard to building their own knowledge.