Relações entre ciência e arte: significados e contribuições para a educação em ciências a partir de uma revisão narrativa de literatura

Abstract

From a historical point of view, the relationship between science and art goes back to periods prior to the consolidation of modern science, when it is assumed that there is a gap between these two cultural domains on the pretext of valuing reason and objectivity, considered at the time opposed to emotion and subjectivity. attributed to the arts. For a long time, art was taken as an instrument, when the scientist could, through it, represent, through realistic techniques, shapes and colors of the studied species. In turn, at other times, it was art that took science and technology as a way of producing new aesthetic experiences. In the field of education, we can find possible dialogues between science and art in educational proposals based on different meanings and pedagogical practices. Thus, considering that there is a fruitful relationship between science and art in the educational field, especially in science education, we ask: What didactic-pedagogical meanings and contributions emerge from the relationship between science and art in the field of research in science teaching? We seek, through a narrative literature review, to analyze the Brazilian bibliographic production in the area of science teaching, in which the relationship between science and art is being addressed, seeking to systematize and communicate their meanings, implications and didactic-pedagogical practices that contribute to with this area of teaching and research. We noticed the diversity of terms present to refer to science and art practices in science education and this implies different approaches. Our results are presented from two main categories: the relationship between science and art in non-formal educational spaces, in which museums are the main representative; and the relationship between science and art in formal educational spaces, especially from the 9th grade to higher education. While in the first category this relationship has emphasized meanings in which science makes use of art to transmit scientific or artistic content or art takes science as a theme for its production, in the second, in formal teaching spaces, this relationship appears inserted in a concern with complex human formation, the need for a dialogue between different types of knowledge to break with the fragmentation of areas of knowledge and the possibility of producing knowledge within the creative process. Becoming aware of these perspectives on the relationship between science and art helps us to rethink science and art practices in science education.