Banca de DEFESA: PEDRO VITOR VIEIRA DA CUNHA DE MIRANDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : PEDRO VITOR VIEIRA DA CUNHA DE MIRANDA
DATE: 26/07/2023
TIME: 09:00
LOCAL: UFRPE
TITLE:

RELATIONS BETWEEN SCIENCE AND ART: MEANINGS AND CONTRIBUTIONS TO SCIENCE EDUCATION BASED ON A NARRATIVE LITERATURE REVIEW

KEY WORDS:

Science and art, Narrative review, Didactic-pedagogical meanings and practices

PAGES: 148
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

From a historical point of view, the relationship between science and art goes back to periods prior to the consolidation of modern science, when it is assumed that there is a gap between these two cultural domains on the pretext of valuing reason and objectivity, considered at the time opposed to emotion and subjectivity. attributed to the arts. For a long time, art was taken as an instrument, when the scientist could, through it, represent, through realistic techniques, shapes and colors of the studied species, as in natural history? In turn, at other times, it was art that took science and technology as a way of producing new aesthetic experiences. In the field of education, we can find possible dialogues between science and art in educational proposals based on different meanings and understandings that are the result of different pedagogical practices. Thus, considering that there is a fruitful relationship between science and art in the educational field, especially in science education, we ask: What didactic-pedagogical meanings and contributions emerge from the relationship between science and art in the field of research in science teaching? We seek, through a narrative literature review, to analyze the Brazilian bibliographic production in the area of science teaching, in which the relationship between science and art is being addressed, seeking to systematize and communicate their meanings, implications and didactic-pedagogical practices that contribute to with this area of teaching and research. We noticed the diversity of terms present to refer to science and art practices in science education and this implies different meanings and practices. Within the diversity of practices in non-formal education, mostly museums, and in formal teaching spaces, from the 9th grade to higher education, we realize that for the former this relationship has different meanings when science uses art to transmit content or when it goes beyond and also transmits the contents of art and when art takes science as a theme; already in the formal space of teaching, this relationship is inserted in the concern of complex human formation, in the need for a dialogue between different types of knowledge to break with fragmentation, in the embellishing art of science and the possibility of knowing within the creative process. Becoming aware of these perspectives on the relationship between science and art helps us to rethink science and art practices in science education.

COMMITTEE MEMBERS:
Presidente - CARMEN ROSELAINE DE OLIVEIRA FARIAS
Interna - HELAINE SIVINI FERREIRA
Externo à Instituição - MARCOS CESAR DANHONI NEVES