O teatro como um recurso metodológico no ensino de física: o estudo da termodinâmica em peças teatrais

Abstract

This qualitative research aimed to verify if the creation and presentation of plays are able to make the student overcome the epistemological obstacles built in his daily life. To achieve this goal it was proposed in a third year high school class in a full time public school, the creation and presentation of plays using concepts related to thermodynamics. To support the analysis of the obtained data, Bachelard's theories were used, mainly those of epistemological obstacles in the search to answer the following question: will it be possible to break epistemological obstacles related to thermodynamics through the integration between Art and Science, especially with creation and presentation of plays? The analysis revealed the presence of epistemological obstacles that were not only overcome with the creation and presentation of the plays, but we noticed advances in the students' learning, mainly due to the motivation and satisfaction in learning Physics caused by the preparation and presentation of the plays. The work revealed that theater alone was not an instrument for overcoming epistemological obstacles, but contributed to real advances in the search for knowledge. From this analysis, it was found that the theater is an excellent tool for motivation and group work, but in order to overcome epistemological obstacles, it is necessary to have integrated activities that allow students to research. . Thus, theater should become another instrument used by teachers in their daily lives in the search for knowledge construction with their students.