Os Animes Dr. Stone e AniQuimera na aprendizagem significativa de transformações em Química no Ensino Médio

Abstract

Two of the teacher's challenges in the current scenario of basic education are human constructivism and meaningful learning. In this perspective, exploring aspects related to the Popular and Visual Culture (movies, TV shows, comics, cartoons, animes, internet, etc.) that current students are constantly exposed to is an alternative to trying to succeed in the teaching and learning process. It is important to emphasize that movies, comics, and animes which are part of the context of young people of generation Z, may not produce scientific knowledge, but can transmit information and can be considered as a tool with great potential to be explored in education. An anime can mark the lives of young people through its story, messages transmitted, and soundtrack. As a result, it can be used as a starting point for future discussions, functioning as an advance organizer of knowledge. Furthermore, it can create real or fictitious situations of conceptual application. Despite the popularity of famous sagas such as Pokémon, Digimon, and Dragon ball Z, among others, there are few reports on the description and potential of their application in the classroom. In this way, the proposal seeks to break one of the invisible barriers that surround the insertion of new strategies in teaching, to enhance the participation of individuals and the meaning of their learning. In this sense, the research seeks to answer the question: “What are the contributions of using the 4th episode of Dr. Stone and the 1st of AniQuimera in the process of meaningful learning of transformations in high school chemistry?”. The qualitative and inductive proposal has been applied to 28 students from Nossa Senhora do Carmo College (CNSC) in a high school chemistry course, a typical audience of generation Z. In this context, the discussion of anime Dr. Stone took place after its exhibition, collaboratively and collectively, so that it was possible to focus on all the points previously established for the class. Next, with a focus the Popular and Visual Culture, an educational resource was built collaboratively by the students and the teacher, in a Webtoon format called AniQuimera, approaching concepts of matter transformation in the different forms of the language of the aforementioned genre, accessible to the public and chemistry teachers. Finally, students were asked to build mental maps to infer the contributions of the tools to meaningful learning. After analyzing the mental maps produced by the students, it can be inferred that the use of animes as a starting point for discussions, and advance organizers, proved to be a potential tool for meaningful learning in a human constructivist way. It is possible to notice, in most of the productions, the relationships between the concepts, the scenes (illustrated by images), daily life, and the student's experiences. In this context, it is important to emphasize that anime alone may not guarantee meaningful learning, but the discussion that is raised after the episodes are exposed and the construction of the educational product can have great potential in this process, contributing to the visualization of aspects initially not observed and in the development of concepts. The educational resource AniQuimera was built, it is available on the internet in Portuguese, English, and Spanish versions, with more than a thousand views and 10 stars rating, and it was validated with 88 students, 38 in the 9th grade, 24 in the 2nd grade, and 26 in the 3rd grade.