Crítica estética e ensino de óptica: as obras de Maurits Cornelis Escher em contexto de ação dialógica e ação comunicativa

Abstract

In this dissertation, possible articulations between explanatory, objective, social and subjective contexts were analyzed in the development of an educational proposal that approached the works of the Dutch artist Maurits Cornelis Escher (1898-1972), in the 3rd year of secondary education, from problematization and joint constructions involving Science, Technology, Society, Environment and Art. The main objective was to analyze the implications of articulations between scopes, explanatory, objective, social and subjective for the cultural formation of students, from the dialogicalproblematizing conceptions of Paulo Freire and Jürgen Habermas communicative action in the teaching of Optics, exploring history and philosophy of the works of Maurits C. Escher. Throughout the work: (i) the history and philosophy of the artistic productions of Escher was analyzed as codification in the teaching-learning of Optics, (ii) a pedagogical book was developed containing a set of activities for the teaching of Optical concepts from of the dialogical-problematizing conceptions and the communicative action, involving Science, Technology, Society, Environment and Art, (iii) aspects of problematization and joint constructions were analyzed in student interactions concerning relations between CTSA and Art. The work consists of an action research, developed in a reflexive spiral, with the students of a public school, located in the center of Campo Largo / PR. In its development, the research turned to the formation of students, starting from the dialogical-problematizing conceptions of Paulo Freire and communicative action of Jürgen Habermas in the teaching of Optics, exploring the history and philosophy of the works of Maurits C. Escher. From this perspective, the artistic productions of M.C. Escher enabled codification in the teaching-learning of the concepts around the Optics, with the elaboration of a pedagogical book. In this context, aspects of problem solving and joint construction in students' interactions were analyzed. The action research group was attended by five professors (Physics, Art, Philosophy, History and Biology) and students from four classes of the 3rd year of High School in 2017. The data were constituted by means of audio and video recordings, records in field diary (portfolio) and works and artistic productions, elaborated by the students. The constituted data were analyzed from the presuppositions of the dialogical action and the communicative action, educational action research, content analysis and image and sound analysis. The analysis of these data made it possible to identify articulations between the aforementioned scopes, besides evidencing the appropriation of scientific knowledge and the involvement in argumentation and propositions of alternatives to questions covering the relations between Science, Technology, Society, Environment and Art. However, it is important to emphasize the need for teacher training that favors such referral.