SCIENCE, POETRY, PHILOSOPHY: CRITICAL DIALOGS FROM THEORY TO CLASSROOM

Authors

  • GUILHERME DA SILVA LIMA Universidade Federal de Ouro Preto
  • JOÃO EDUARDO FERNANDES RAMOS Universidade Federal de Pernambuco, PE, Brasil
  • LUÍS PAULO DE CARVALHO PIASSI Universidade de São Paulo, SP, Brasil.

Keywords:

Science teaching, Poetry, Cultural-historical, Science and Art

Abstract

This article presents theoretical and empirical contributions to discuss the use of poetry in science
education. The theoretical contributions broach the discussions between: science, art and teaching; imagination
and creation in literary and scientific activities; and the interfaces between aesthetics and cognition. The empirical
contributions analyze poetry produced by students of the last year of middle school in science classes. The
poems used concepts taught in the classroom to support the students’ position who presented different
orientations to reality. This fact indicates the appropriation of cultural tools (concepts), since they are used in an
autonomous context. The analyzes are based on the theoretical-methodological contributions proposed by
Vygotsky, which allowed the production of three categories to analyze the poetry produced, namely: questioning of reality, questioning of human knowledge and responsive positioning. The analyzes indicate that the poems
have contemplated cognitive, emotional and responsive aspects in relation to the subjects addressed, while they
suggest that the use of poetry in science education can contribute to the development of the critical formation of
the students.

Downloads

Download data is not yet available.

Downloads

Published

2020-10-30

How to Cite

DA SILVA LIMA, G., FERNANDES RAMOS, J. E., & DE CARVALHO PIASSI, L. P. (2020). SCIENCE, POETRY, PHILOSOPHY: CRITICAL DIALOGS FROM THEORY TO CLASSROOM. Educação Em Revista, 36(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/37819

Issue

Vol. 36 No. 1 (2020): v.36 (2020)

Section

Artigos

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All contents of the publication, except where otherwise noted, is licensed under a Creative Commons license of type BY attribution. This license allows others to distribute, remix, adapt and create from work published in Educação em Revista, even for commercial purposes, as long as they give it due credit for the original creation. If the author is responsible for remixing or adapting, he should send a message to the editorial department of Educação em Revista informing such a situation with proof of the credit attribution of the original publication.