Teatro no ensino de ciências: o caso do conceito de energia na formação docente

Abstract

Sciences and Arts are two areas of human knowledge generally seen as diametrically opposed, polarized. Scientific and humanistic cultures are often perceived as two distinct poles that should not or cannot dialogue with each other. When looking at the training of physics, chemistry and biology teachers, for example, most curricula are focused almost exclusively on the curriculum contents of these areas. However, being a teacher goes beyond the domain of disciplinary content, it also involves body and artistic language notions, as well as knowledge and mastery of different didactic strategies in order to foster creativity, critical sense and argumentation in the teaching and learning process. In this regard, we developed and applied an educational product in the form of a workshop for chemistry, physics and biology teachers in training. The aim was essentially to provide theoretical and practical support for the development of theatrical activities in science education. For this purpose, we adopted the concept of Energy as an integrating element, an important protagonist that acts and transits between these three curriculum components and offers a rich scientific and historicalphilosophical complexity. We were also supported by theatrical activities based on Viola Spolin‟s Theater Games. Among the main results obtained, in addition to the development of the educational product itself, we highlight the effective participation of teachers from the three areas in question, even those shy ones. The possibility of using theatrical language as a simplifying element in the process of teaching and learning about Energy, as well as in developing a rich place for dialogue, cooperation and creativity was verified.