Análise de uma proposta metodológica sob a perspectiva da aprendizagem criativa por meio de narrativas para o ensino de ciências

Abstract

This dissertation investigated the effectiveness of a methodological approach based on Creative Learning through storytelling and its contributions to learning in science teaching. The school is a privileged space to establish connections and provide conditions to encourage students to take a more creative stance. But it is necessary to create these conditions for the student to develop skills and abilities and become a creative thinker. The approach of narratives or storytelling that is based on the concept that the student builds knowledge from concrete and active experimentation, can contribute to the development of the ability to think more creatively. The present study is supported by a constructionist perspective of Papert (1986) based on the Creative Learning defended by Resnick (2020). The methodological proposal was developed in two classes of the sixth year of Elementary School of a public school in Ponta Grossa, PR. The object of study was analyzed from the perspective of Discursive Textual Analysis (MORAES; GALIAZZI, 2016) of the narratives and productions made by the students and also by analyzing the responses to the evaluative instrument called Creative Learning Equalizer, developed and adapted by the researcher. The results point to evidence that working from the Creative Learning approach through narratives can be configured as an efficient methodology for the construction of knowledge in Science teaching, since the students presented terms related to the content addressed in their narratives, in addition to producing the scenarios satisfactorily. It was also verified that most of the students found themselves using or developing some creative ability from the analysis of the responses to the Creative Learning Equalizer, which is configured as an interesting procedural assessment tool for the teacher.