Leonardo da Vinci e o estudo do voo : uma abordagem para o ensino de ciências

• Ano de defesa: 2017
• Autor(a) principal: Oliveira, Mayara Ricardo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Ciências estudo e ensino; Ensino de ciências; Arte; Ciência; Leonardo da Vinci; Brasil.; Science education; Art; Science; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4460

The new educational proposals, as highlighted in the National Curriculum Guidelines for Secondary Education, establish a new physical education, which should be characterized by teaching skills and abilities in a more interdisciplinary approach and contextualized knowledge. That is, the focus may not be transmitting a knowledge that will be tested in several trials and reviews. However, here, we ran into a problem that has affected the teaching of science, the fragmentation of education. A brief historical and epistemological study is sufficient to show us that the scientific development the various knowledge have always been amalgamated and much of this development is due to these interrelations. The Renaissance is a very rich period to show that it is possible this diversity of knowledge are interrelated, and a Renaissance worth mentioning, both in its artistic potential as their ingenuity to science and mechanics, is Leonardo da Vinci (1452-1519). Aware of the magnitude and interdisciplinarity of the works left by Leonardo da Vinci, we aim of this research a discursive textual analysis concerning Leonardo da Vinci and his Flight of the Code, which was made available by the platform L3, to seek the links between different fields of knowledge and use them as input for a more interdisciplinary approach and less fragmented science teaching in schools.