O ensino de Ciências e a estética: a formação de um olhar sensível na Educação Básica

Abstract

This study discusses the presence of the aesthetic dimension in Science education within Basic Education, considering that scientific knowledge can contribute to the development of a sensitive perspective on the world. Based on the research question "how can Science teaching contribute to the development of students' aesthetic perception in Basic Education?", the aim was to analyze how pedagogical practices and the use of metaphors can enrich the school experience and foster a closer connection between reason and sensitivity. The specific objectives included identifying approaches that promote wonder in Science education, investigating the role of metaphors in conceptual mediation, and relating the BNCC guidelines to aesthetic educational practices. The methodology consisted of a documentary analysis of the Teláris Essencial – Ciências textbook collection (Ática Publishing House), authored by Gewandsznajder and Pacca (2022), covering volumes from 6th to 9th grade, based on seven criteria defined in the study. The theoretical framework draws primarily from Freire (1996), Bachelard (1996), Morin (2000), and Vygotsky (2010). The results indicate that, although the textbooks are aligned with the BNCC, the predominant language is technical, with little emphasis on aesthetic and affective elements. Based on these findings, the study proposes the use of metaphors as a didactic resource capable of promoting more sensitive learning, culminating in the construction of a didactic sequence focused on wonder and meaningful engagement with scientific knowledge.