Ilustra??o bot?nica: uma proposta de sinergia entre ci?ncia e arte para a educa??o em ci?ncias

• Ano de defesa: 2021
• Autor(a) principal: Soares, Fernanda Guilherme Pereira
• Orientador(a): Vieira, Bruno Matos
• Banca de defesa: Vieira, Bruno Matos, Siqueira, Andrea Espinola de, Souza, Marcelo da Costa, Pinto, Benjamin Carvalho Teixeira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Instituto de Educa??o
• País: Brasil
• Palavras-chave em Português: Ci?ncia e Arte; Ensino de Bot?nica; Ilustra??o Bot?nica; Ilustra??o Cient?fica; Roberto Burle Marx
• Palavras-chave em Inglês: Science and Art; Botany Teaching; Botanical Illustration; Scientific Illustration
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6452

This research aimed to investigate how art, through the Triangular Approach, can contribute to the development of scientific knowledge. To this end, a didactic-pedagogical proposal was developed using the synergy between science and art, through Botanical Illustration, to develop art education and science education simultaneously through the contextualization of knowledge, image reading and artistic production. This study was carried out in a 7th grade class of a private elementary school through classroom activities and a mediated visit to the Roberto Burle Marx Cultural Center (SRBM). During this visit an interdisciplinary activity was carried out between the arts and science subjects in which the students developed Botanical Illustrations of plant species present in the SRBM party room area, resulting in twenty-four illustrations. The insertion of this non-formal educational space aimed to complement and develop the knowledge produced in the classroom and that the students could get to know and identify the landscape as a national cultural heritage. The data obtained in this research were collected through a questionnaire used as a pre-test and two forms of post-test, which consisted of a bimonthly art test and essays that were requested from the students. To validate this data, a content analysis was performed, using theme-based categorization with a qualitative approach. The results of this research indicate that the synergy between science and art has the potential to break the fragmentation of knowledge and, through the Triangular Approach, can promote a contextualized, affective and meaningful education, enabling students to produce new meanings to their previous knowledge about science and art and thus achieve better results in the teaching-learning processes.