Arte e ciência: fotonovela como estratégia didática para o ensino de biologia

Abstract

The discipline of Biology is inserted in the area of natural sciences and its technologies and aims to contribute to the understanding of the role of science and technology in society. However, for the student to acquire such skills, it is necessary to adopt didactic strategies that arouse the student's interest, making him reflect. Among the strategies that can be used in the teaching of biology, the photo-novel stands out, similar to comic books, for having a combination of texts and photographs. By requiring the student to create a story to address the content, the student learns the content in a collaborative and reflective way. However, although the importance of photonovels for teaching and learning processes is recognized, there are still few citations of dissertations and theses on its use in science teaching. In this context, this research sought to analyze the contributions to the teaching of biology of a didactic sequence using the photo-novel in high school, in order to help that discipline through the art-science articulation. The research is based on the metaphor of the reflective artist teacher (SCHÖN, 2007), (FEITOSA; LEITE, 2012) and (QUEIROZ, 2001) in an attempt to strengthen the relationship between art and science. The research of an applied nature with a qualitative approach, configures itself as an autobiographical narrative resulting from the application of a didactic sequence in a state school of vocational education in the interior of Ceará with 3rd grade students, which aimed to develop photonovels involving the subject's content. of Biology. Participant observation was used as a data collection instrument, such observations were recorded in a field notebook. From the analysis of recorded data from an experience as a teacher-researcher, it was identified that the photo-novel transcends its contributions beyond cognitive aspects. Among his contributions, those of a methodological nature stand out. Through a collaborative process, prior study and discussions about the content are promoted, which end up developing skills of a socio-emotional and even technological nature. In addition, as it has multitasking, it awakens curiosity, creativity and a critical sense, thus meeting the heterogeneity of the class, which throughout the process considers the teacher as a mediator. Given the results achieved, the importance of implementing this didactic sequence in the most diverse areas of knowledge is reinforced, given its contributions and favoring the closer relationship between Art and Science.