O ensino de ciências por meio da contação de histórias

Abstract

Education in Brazil stems from a long path of exclusion. For a long time schools have been adapting their curricula in order to become more inclusive, using alternative methodologies to include all students. In this process, bringing scientific knowledge closer to the students' reality is essential for learning to take place effectively. Given this circumstance, in this research we sought to verify the effectiveness of using storytelling as a tool for building knowledge in Science with students in the Multifunctional Resource Room (MRR) of a public school, located in the city of Dois Vizinhos in Paraná, in order to create a more playful environment for science learning, and produce with students stories that reflect the environment in which they are inserted. To this end, we used a qualitative research approach. Thematerial produced by the students, along with their dialogues, reflect the importance of teaching based on affectivity and context. In addition to assisting in the construction of critical arguments by the students, the practice of storytelling helped to recognize everyday situations present in the stories and their subsequent problematization, showing itself suitable for all levels of education.