Desenho animado no ensino de ciências: representações da animação pergunte aos storybots" a partir do ciclo de experiência kellyana - cek

Abstract

This research investigated the potential of the animated series "Ask the StoryBots" as a didactic resource in teaching Science in the early years, based on the representations developed by 2nd-grade students, using the Kellyan Cycle of Experience (KCE) and George Kelly's Personal Construct Theory. The investigation was guided by the following research question: What are the contributions of the Kellyan Experience Cycle (KEC) when used as a methodology in teaching Science in the early years, thru the animated series "Ask the StoryBots"? The study stemmed from the gap in the literature, that is, the absence of research directly linking cartoons and the CEK, seeking to understand how children interpret and represent scientific concepts presented in animations. The research was conducted with a 2nd-grade class from the Municipal School Professor Marilda da Fonseca Fadel, located in the municipality of Castro - Paraná, during the post-Covid-19 pandemic context. As the corpus of analysis, ten episodes of the animated series were used, with data collected thru pedagogical interventions structured in the phases of the (CEK), which involved the creation of representations (drawings) before and after the episodes were shown. The analysis of the visual productions was carried out using the Image Reading method: Three Questions (LI3) and interpreted in light of personal constructs, considering aspects such as prior knowledge, changes in conceptions, and the construction of scientific meaning. The investigation demonstrated that the narrative, visual, symbolic, and playful language of the animation, combined with the teacher's interventions during the (CEK) phases, facilitated the construction of scientific meanings and enabled students to review their personal constructs, creating new interpretations of the scientific concepts covered in class. Thus, the results indicate that the animated series, when used in accordance with the (CEK) phases, favored motivation, the understanding of abstract concepts, and the connection between science and everyday life, thereby stimulating students' curiosity, critical thinking, and engagement. As a central proposition, it is argued that the use of (CEK) combined with animations enhances scientific literacy in the early years by promoting an active, reflective, and meaningful learning process. Thus, the research contributes to the field of Science education by proposing the use of (CEK) as a differential methodology to articulate audiovisual resources and scientific literacy in the early years.