Ismael: proposta de abordagem artística para o diálogo popular sobre ciência, tecnologia e relações interespécies

Abstract

This dissertation aimed to investigate the possible contributions of an artistic approach for the teaching and learning process of Interspecies Relations, focusing on Science, Technology and Society, based on the study of the book: Ismael – A Romance of the Human Condition. In order to achieve the objective of the research, a didactic sequence was developed by the researcher, developed with 10 academics from the V period of the Degree in Biological Sciences at UTFPR-PG. This is a qualitativequantitative research, of the descriptive type, which was based on the principle of participatory research. The research was developed through the Institutional Moodle of UTFPR-PG, meetings by Google Meet and with interaction through a specific WhatsApp group. To guide the study, the researcher developed an Investigative Matrix that was built on four pillars, namely: Human Interaction x Nature, Science and Art, Ismael and Science, Technology and Society (CTS). The Investigative Matrix brought 16 questions in which its four components intersect and relate, some of these questions were used to produce the data collection material, and answered during the research. Data collection took place in 3 areas, as described: 1. Online questionnaire, produced from the questions of the Investigative Matrix (the same questionnaire was answered at the beginning and at the end of the research); 2. Media productions (creation of videos inspired by the study of the book); 3. Guideline questions for the focus group, which took place after the completion of all stages of the didactic sequence (recording and subsequent transcription). Data analysis was based on the material obtained in the previously described ways, and the data were organized as follows: The questionnaires (initial and final) served as a basis for creating graphs and comparative tables of the responses given by the research participants; from the media productions (videos), screen captures were extracted, which were indispensable for data analysis; the discussion recorded in the focus group was transcribed, and significant excerpts for the research were evidenced in the analysis. To guide the analytical process, the Investigative Matrix was used, which, given the wide range of data, served as a basis for categorizing the results. The three categories of analysis are: Teaching Science through Art, Perceptions and reflections on reality, and Different methodological approaches. The methodology used in the research provided opportunities for knowledge and reflections on the relationships that living beings historically establish with each other and with the world in which they live, which can be seen in the vast collection of analyzed data, which portrayed their perceptions and feelings about the thematic. The development of the research made explicit how literature can be a valuable instrument to enrich the teaching-learning process, stimulating students in the search for knowledge and in the reconnection of content knowledge between different disciplines, expanding their horizons and contributing to scientific literacy.