Contribuições do teatro científico para o ensino dos conceitos físicos para estudantes do sexto ano do ensino fundamental II

Abstract

The present dissertation presents the results of an educational research as well as a theatrical play that aims to instruct the playful teaching through theater and experimental activities developed in a State School in the state of Paraná, with four classes of the 6th year of Elementary School, during the 2022 school year. The work, based on the pedagogical proposal of Freire, proposed the Scientific Theater as a didactic tool for the Teaching of Physics, seeking a reflection on its potential in the teaching of Physics concepts. The play “The Energy Class” was produced from productions and interpretations of texts, research and debates. The objective was to establish an intrinsic experience between students and teachers, which made it possible to create a favorable environment for Scientific Literacy in the classroom, where students could develop attitudes of cooperation and mutual respect. The experience provided satisfactory results such as the effective teaching and learning of Physics through dramaturgy. It was noticed that the students involved in the project improved the quality of their relationships with knowledge, with teachers and with colleagues. Active subjects in the learning process were perceived as authors of the play and, at the same time, disseminators of scientific knowledge as actors, corroborating the assertion that Scientific Theater is a didactic tool that allows the student to effectively learn concepts of Physics and the transition from an authoritarian level of learning to a dialogic one.