A representação da lua na obra de Camille Flammarion como recurso interdisciplinar para o ensino de ciências

Abstract

The image has been discussed from antiquity to the present day, raising different interpretations and approaches regarding its concept and the power it exerts in everyday life, constituting our interest in the use of images in the context of science/astronomy education. The creation, reproduction, and circulation of images has become increasingly popular and fast, especially in virtual media, which does not exclude the importance of research on other types of images, such as still and figurative images, considered here. From these, the images from the moon, of a scientific nature disseminated throughout the 19th and 20th centuries, were explored and problematized, based on their pedagogical potential for the teaching of astronomy, at the art-science interface. The proposed endeavor is justified by the current need to rethink ways of teaching in schools. This problem arises, especially in the field of science education, where research shows that it is necessary to rethink the methods and content to be taught in schools. This issue is discussed, particularly in the area of science and astronomy education, based on Buffon's research. Neves and Pereira (2019; 2022); Langhi and Nardi (2007; 2010; 2012); Langhi (2014), among others. The main images analyzed in this research are from the book "The Moon" part of the book "Popular Astronomy: a general description of the sky" (1880) by Nicolas Camille Flammarion (1842-1925). In this thesis, the work is contextualized based on the astronomer's personal trajectory, including intellectual production and the historical context of France between the 19th and 20th centuries. The research question is "How can the images of the Moon from Camille Flammarion's book Popular Astronomy (1880) contribute to science/astronomy education, considering their interdisciplinary potential and the relationship between science and art?". The overall goal of this thesis is to analyze the didactic-pedagogical potential of the images of the Moon present in Camille Flammarion's book Popular Astronomy (1880) for the teaching of Science/Astronomy, using the Image Reading Methodology, highlighting its interdisciplinary dimension and the articulation between science and art. The research has a qualitative, bibliographic, and documentary approach, with a phenomenological design and focusing on images of the Moon, and applying the Interdisciplinary Image Reading Methodology, LI². The image is identified as an instructional resource in the context of Critical Meaningful Learning. Marked by the traits of its time, the analyzed book constitutes a revealing source about the transformations in modern scientific thought to the contemporary, allowing reflections on the History of Science, and on scientific content considered fundamental for understanding concepts in astronomy. The research results indicated that the images in Camille Flammarion's book "The Moon" constitute a resource with interdisciplinary potential for addressing astronomy content and can be used critically and reflectively in teaching. The data obtained from the research allowed for the development of a proposal for teaching materials aimed at science teachers, capable of evaluating the potential of images for interdisciplinary teaching in science/astronomy and guiding them in relation to the use of these images to promote meaningful learning.