Discutindo ciência, tecnologia e sociedade com crianças pela mediação de obras de arte

• Ano de defesa: 2019
• Autor(a) principal: Klipan, Camila Gonçalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Tecnológica Federal do Paraná; Ponta Grossa; Brasil; Programa de Pós-Graduação em Ensino de Ciência e Tecnologia; UTFPR
• Palavras-chave em Português: Educação de crianças; Ciência - Estudo e ensino; Ciência - Aspectos sociais; Tecnologia - Aspectos sociais; Arte e sociedade; Early childhood education; Science - Study and teaching; Science - Social aspects; Technology - Social aspects; Art and society; CNPQ::CIENCIAS HUMANAS; Ensino de Ciências e Matemática
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/3980

This research aimed to investigate the potentialities of some classical artworks to mediate a process of teaching and learning, focused on the discussion of science, technology and society. Therefore, we established three paintings investigating their elements and how they could dialogue with the science curriculum contents and the reality of the students, causing them to problematize their reality. Thus, we have established an initial material to carry out a sequence of investigative lesson plans on the subject and verify the teaching and learning interactions when applying them. From this practice we investigated how children interpret the paintings considering the relationships science, technology and society and we verified what was effectively the reasonability of the theme and its nuances because they are children of the kindergarten. The study was developed with a group of 20 children from early childhood education (4-5 years of age) at the Betânia Municipal Child Education Center, in the city of Carambeí / Paraná / Brazil. The methodological approach was the qualitative one of intervention interpretive nature. Data were collected through observation, video recordings and materials produced by the children in each proposed didactic-methodological activity. The main results showed that classic paintings act as a powerful strategy to whet children's curiosity and thus emanate reflections about scientific and technological issues and their social relations aimed at science, technology alphabetize, promote the change of possible apathetic postures of children to a curious eagerness and participatory and resulted in a differentiated model for teaching and learning sciences, combining the playfulness of art with the scientific culture focused on classroom discussion on the social implications of science and technology. Based on these results, we have compiled a website that presents examples and suggestions on how to work the social relations of science and technology in science teaching using classic didactic strategy for scientific and technological literacy for children.