A influência das obras de Monteiro Lobato como incentivo à educação científica: panorama no contexto das pesquisas acadêmicas brasileiras

Abstract

The problematization of science teaching has instigated researchers in the field of education to investigate the relationships that can be established between science and children's literature, so that it can contribute to the viability of scientific literacy in the early years. In this context, this project proposed to identify and characterize Brazilian academic research on the relationships pointed out between Monteiro Lobato's works and science teaching, explaining the importance, recurrences, conceptions and possible didactic potentialities and insertions of teaching strategies. Therefore, the research was developed within a qualitative approach of an exploratory documentary character, which involved the analysis of two databases, as follows: Portal de Periódicos Capes, using the descriptors Monteiro Lobato and science or science and Monteiro Lobato and teaching in science. D&T Portal (Dissertations and Theses) available at the Brazilian Digital Library of Theses and Dissertations (BDTD), using the same descriptors used for the Capes Periodicals. From the use of keywords, the selection of works was carried out, initial reading of the abstracts and analyzed whether or not they were related to the works of Monteiro Lobato and the teaching of science. In this way, the full reading of the works was carried out and in each of them, the following items were verified: research title, year of publication, author(s), graduate program or university, region of the program or course in the country, area of natural sciences involved, general topic of study, presence or absence of a school audience, year of education, objectives of the work, presence or absence of scientific concepts associated with Monteiro Lobato's work, presence or absence of misconceptions in the works; contributions of the work to science teaching, indication of works used, teaching strategies used and results achieved. Based on the data collected, the results were categorized in order to analyze the concepts associated with science. This categorization followed Bardin's Content Analysis (2011). Sixteen works were analyzed, among 10 dissertations, 5 theses and 1 journal article, although seventeen works were found in the selection. An article corresponded to data from the same dissertation, and at the time of analysis, the data were repeated. Thus, this article was removed from the corpus of analysis. In all, 5 categories were found and they were subdivided into analysis subcategories according to need. The analysis categories were: 1- Works marked as didactic potential; 2- Works marked in the list of contents and/or concepts in science; 3- Works marked as Teaching Strategies; 4- Mediating characters in discussions of scientific content; and, 5- Conceptions of the Nature of Science. The results obtained in this research showed the influence of Monteiro Lobato's works on science teaching as an incentive to scientific education in academic research in Brazil, demonstrating the author's scientific and pedagogical vein, and the use of his works in science classes.