Ciência e arte: análise da produção de murais como proposta para educação integral no ensino médio

• Ano de defesa: 2021
• Autor(a) principal: Pinto, Jaqueline Miranda
• Orientador(a): Sepel, Lenira Maria Nunes
• Banca de defesa: Del Valle, Analía Garnero, Pessano, Edward Frederico Castro, Antunes, Félix Alexandre Soares, Schetinger, Maria Rosa Chitolina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Ciências Naturais e Exatas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
• Departamento: Educação em Ciências
• País: Brasil
• Palavras-chave em Português: Protagonismo; Pertencimento; Pintura mural como estratégia de ensino; Educação integral; Interdisciplinaridade
• Palavras-chave em Inglês: Protagonism; Belonging; Mural painting as a teaching strategy; Integral education; Interdisciplinarity
• Área do conhecimento CNPq: CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/23904

The present work aims to analyzethe outcomes of a long-term project, called BioRevitArt, which integrates Science and Art, using mural painting. Second and third grade high school students from a state public school in São Gabriel/RS, guided by the Biology teacher, acted as protagonists in their learning. The basis of this work was researching and report writing. These activities provided information that supported the selection of elements that were represented on a mural on the classroom wall. The analysis of murals production process highlights: i) the description of the methodology employed in the mural production process as well as its application as a pedagogical tool; ii) the perception of the school teachers regarding the use of the murals as didactic resources, iii) the skills developed by students during the project executionand iv) the creation of an activity book, as a consequence of the existence of murals in the classroom. Factors such as student protagonism when it comes to the acquisition of skills and artistic productions strengthen the feeling of belonging to the school community. Such outcome is a highly desirable element for school-community integration, which is not easily manifested in traditional teaching situations. The investigation aimed on evaluating the effects of BioRevitArt on students and teachers. The students perception on the skillset and learning developed during the application of this project was assessed trough content analysis and discursive textual analysis. Using the collective subject discourse analysis, we evaluated the different perceptions and suggestions of the teachers, who did not participate in the execution of this project, but used or intended to use the murals as a pedagogical tool. The students' commitment to the BioRevitArt proposal and the intention expressed by the teachers to incorporate the murals produced as tools in their teaching strategies, suggests that the integration between science and art is useful to encourage interdisciplinarity and integral education proposals. It also became clear to us that the existence of murals inspired teachers to think about new didactic applications contributing for the renewal of pedagogical practices, stimulating innovative proposals in classroom.