Aulas de literatura e ilhas interdisciplinares de racionalidade: perspectiva diferenciada a partir de transposição didática e abordagem CTS: desenvolvimento e utilização de aplicativo para telefones celulares

Abstract

Having its genesis in some concerns - such as the vast universe, which I did not always feel able to explore, of interdisciplinarity - which, in addition to punctuating my teaching practice, echoes in authors such as Morin (2000), this doctoral thesis is structured around interventionist research (RUIZ, 1996) and began with a bibliographical and bibliometric investigation regarding DT (didactic transposition), analysis from the STS perspective (science, technology and society) and IIR (interdisciplinary islands of rationality), in the search for studies that put literature - as a school subject - together with the bias and methodology typical of natural sciences and mathematics. In the practically absence of works that presented the same objectives of the thesis being written, namely, reflecting on the approximation between the contexts of science and literature, using literary examples to illustrate and discuss concerns related to science, promoting STL, reading the problems and consequent intervention in society and, above all, aiming at the development of criticality; developing an educational product that uses a typical methodology of the natural sciences - IIR - in literature classes, and discuss its results; proposing to students (8th and 9th grades of elementary school) not only understanding, but mainly valuing the legacy of multiple literary works to approach common problems with genesis or implications in science and technology; bringing such problems closer to themes possibly already known and experienced by students in other media (films, series, among others); working, from the perspective of the narratives, aiming at the reflection of topics related to science, revealing its presence in the conflicts that are present in the selected works; and discussing interdisciplinarity in the application of the educational product, this product was developed, an application for cell phones, based on generating themes brought by the students themselves, operationalizing STS analyses of literary excerpts illustrating the themes mentioned. The application contains the IIR stitched together for use in the classroom, and this thesis deals not only with its elaboration, but also with its use, based on questionnaires applied to 8th and 9th grade students participating in the research. Thus, the innovation brought about by the educational product stands out, since the literature classes for which it was developed ended up occurring with the conduction of the IIR, responding to the triggering desires of this thesis. Finally, content analysis of the students' responses attested to the relevance of the research and the EP for the scope and achievements they proposed, with na emphasis on the criticality demonstrated by the participants and the relevance of their interventions.