Luís Paulo de Carvalho Piassi

Ficção científica e ensino de ciências: para além do método de 'encontrar erros em filmes'

Works of science fiction have been pointed as an important resource in the teaching of science. However, more than a possible didactic resource to facilitate the learning of science, science fiction constitutes in itself a modality of discourse about science, insofar as it expresses through cinema and literature, interests and concerns about current scientific issues that impact directly on the socio-cultural sphere. It is, nevertheless, common to regard the possible didactic quality of fictional works only in terms of the supposed scientific correction of the concepts they present, an attitude that ignores the conditions of production of the fictional discourse. In the present work a methodology is proposed to analyze the content of works of science fiction in their relation to scientific knowledge, trying to reveal through elements of literary analysis and semiotics the process of construction of what we called counterfactual elements. The present analysis views the work of fiction not just as a simple didactic element, but as a discourse governed by fictional mechanisms, and that makes use of these mechanisms to convey positions, ideas and debates around current scientific themes. As a result, a categorization of these elements was developed based on the Greimasian semiotics, employing a set of distinctive features assumed as lexemes in the definition of the categories. By representing distinct narrative mechanisms, each one of these categories has the potential to be explored differently in didactic terms.

A ficção científica e o estranhamento cognitivo no ensino de ciências: estudos críticos e propostas de sala de aula

This paper is based on the proposal for teaching science through the use of science fiction and relies on references to literary critics of the genre, arguing that the greatest contribution to science education is not situated either in scientific precision, nor in didactic intentions nor even in the potential play this kind of narrative brings. Without disregarding the importance of these aspects, we argue that the main reason for bringing science fiction to science classes derives from the mechanisms of producing fiction that involves a special way of thinking about the natural world. Such mechanisms are based on assumptions that promote a so-called cognitive estrangement, which is able to promote in students reasoning as the starting point for a critical approach for teaching not only concepts and laws, but also epistemological and sociocultural implications and motivations.

A ficção científica como elemento de problematização na educação em ciências

In this work we intend to show that science fiction could be brought to science education to discuss science in a broad perspective, providing connections to the social context and to possible imaginable futures. For that, we made a list of reasons given by authors for the didactic use of the genre and wondered about the vision that it is a simple matter of stimulating students’ interests. We tried approach the question of interest by bringing theoretical contributions from Georges Snyders and Paulo Freire, thereafter presenting the view of specialized science fiction scholars. Finally, we articulated both perspectives by showing how science fiction has features that justify its presence in science didactic activities, which have an effective sense of motivation, not as an artifice to gather sympathy from students toward science, but by being able to present meaningful questions about what all of us would like to approach.

Clássicos do cinema nas aulas de ciências - A física em 2001: uma odisseia no espaço

In proposals for using science fiction in physics classes, the movie 2001: A Space Odyssey, directed by Stanley Kubrick, appears as more or less mandatory. In this paper we intend to argue that the interest of the community of physics educators about this film is the result of a narrative choice of Stanley Kubrick and Arthur C. Clarke, the renowned science fiction writer who, along with the director wrote the screenplay. We show, using theoretical tools derived from Greimasian semiotics, which in this particular segment of the movie picture, the choice was to express a particular view about humanity and its relationship with the physical world through science. We conclude that a work like Kubricks film goes beyond the potential for a mere attractive teaching resource, being an important cultural reference on the role played by science in the socio-historical context.

Educação científica no ensino fundamental: os limites dos conceitos de cidadania e inclusão veiculados nos PCN

In this paper we intend to perform a critical analysis of citizenship and inclusion concepts presented in the Brazilian National Curriculum Parameters (PCN) for science teaching. Such analysis will be based on theoretical references from critical pedagogies and on classroom academic research. Our intention is to demonstrate the limited character of PCNs proposals for improving both school citizenship and inclusion in science teaching from a sociocultural perspective. Based on this, and considering academic studies in school environments, we show that the university may have a greater role in proposing more effective curricular changes in order to meet social demands.

MÚSICA, CIÊNCIA E SOCIEDADE: EXPERIÊNCIAS DO GRUPO R.I.T.A. COM ADOLESCENTES

__________________________________________________________________________ Como citar: PUPO, Stella Cêntola; PIASSI, Luís Paulo de Carvalho. Music, science and society: r.i.t.a. group experiences with teenagers. In: INTERNATIONAL SYMPOSIUM ADOLESCENCE(S) & FÓRUM (RE)PENSANDO A EDUCAÇÃO, 3, 2017, São Paulo. Anais... São Paulo: Unifesp, 2017. p. 133-134. DOI: http://dx.doi.org/10.22388/2525-5894.2017.064 __________________________________________________________________________

O insólito e a física moderna: interfaces didáticas do conto fantástico

O presente artigo trata da relacao entre Fisica e Literatura, representada pelo conto fantastico, e suas possibilidades didaticas. Optamos pelo conto, por se tratar de um genero de leitura rapida, e, selecionamos a literatura fantastica, caracterizada pela hesitacao entre o estranho e o maravilhoso e que, ao criar na mente uma reversao diametral, acaba por representar possibilidades educacionais. Nosso objetivo e pensar como os contos fantasticos, podem suscitar a abordagem de conceitos e tematicas da Fisica. Para tanto, selecionamos tres contos de escritores consagrados da literatura: Edgar Allan Poe, Jorge Luis Borges e Murilo Rubiao. Como analise, realizamos um estudo literario das obras a partir da semiotica greimasiana, e, com isso, relacionamos o fantastico com a Fisica, em particular com as concepcoes contra-intuitivas proporcionadas pela Fisica. Esta relacao nos convida a refletir sobre o proprio conceito de realidade Fisica, aspecto desejavel, mas pouco abordado na educacao em ciencias.