A produção de conto de ficção científica no ensino em ciências

Abstract

The main objective of this work was to investigate the production of science fiction short stories in science teaching as a didactic resource, particularly in physics classes, with the intention of making them more comprehensive, contextualized and attractive. The elaborated proposals, based on the construction of science fiction short stories, were conceived to serve as teaching activities on hydrostatic content. The applications occurred with students from a school of basic education, located in the city of Bagé-RS. The activities took place within a didactic sequence, which included reading the story “Twenty Thousand Leagues Under the Sea” by Julio Verne, group presentations, a boardgame and a discussion of the physics involved and the interpretation of the narrative. The research methodology used in this study was the Discursive Textual Analysis of the stories produced by the students. The analysis focused on assessing students' ability to contextualize classroom physics in a fictional world and to understand their conceptions of science fiction and science. In general, students insert a scientist in the story, which is described as an embodiment of the student's scientific view, and the scientist is usually characterized as an explorer, a studied person, and solitary. Some stories portray the view of science as instrumental, in which its utility lies in machine building. Regarding the conception of Science Fiction, in the view of many students, the insertion of a scientist is enough to make the story a work of Science Fiction, while other students have a view that it is enough that science is treated so that history can be considered a Science Fiction. In short, we conclude that this tool is very productive as an aid to science classes to become more attractive and comprehensive, making scientific concepts highly contextualized, expanding the reader's possibilities of understanding and the production of meanings in the act of reading.