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Luz, Câmera… “Frankenstein”: Como Os Estudantes Do Ensino Médio Percebem a Ciência Nos Filmes

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Luz, Câmera… “Frankenstein”: Como Os Estudantes Do Ensino Médio Percebem a Ciência Nos Filmes UNIVERSIDADE ESTADUAL DO OESTE DO PARANÁ - UNIOESTE CENTRO DE EDUCAÇÃO, COMUNICAÇÃO E ARTES/CECA PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO NÍVEL DE MESTRADO/PPGE ÁREA DE CONCENTRAÇÃO: SOCIEDADE, ESTADO E EDUCAÇÃO LUZ, CÂMERA… “FRANKENSTEIN”: COMO OS ESTUDANTES DO ENSINO MÉDIO PERCEBEM A CIÊNCIA NOS FILMES KATHYA ROGERIA DA SILVA CASCAVEL – PR 2018 UNIVERSIDADE ESTADUAL DO OESTE DO PARANÁ - UNIOESTE CENTRO DE EDUCAÇÃO, COMUNICAÇÃO E ARTES/CECA PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO NÍVEL DE MESTRADO/PPGE ÁREA DE CONCENTRAÇÃO: SOCIEDADE, ESTADO E EDUCAÇÃO LUZ, CÂMERA… “FRANKENSTEIN”: COMO OS ESTUDANTES DO ENSINO MÉDIO PERCEBEM A CIÊNCIA NOS FILMES KATHYA ROGERIA DA SILVA CASCAVEL – PR 2018 UNIVERSIDADE ESTADUAL DO OESTE DO PARANÁ - UNIOESTE CENTRO DE EDUCAÇÃO, COMUNICAÇÃO E ARTES/CECA PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO NÍVEL DE MESTRADO/PPGE ÁREA DE CONCENTRAÇÃO: SOCIEDADE, ESTADO E EDUCAÇÃO LUZ, CÂMERA… “FRANKENSTEIN”: COMO OS ESTUDANTES DO ENSINO MÉDIO PERCEBEM A CIÊNCIA NOS FILMES KATHYA ROGERIA DA SILVA Dissertação apresentada ao Programa de Pós-Graduação em Educação – PPGE, área de concentração Sociedade, Estado e Educação, linha de pesquisa: Ensino de Ciências e Matemática da Universidade Estadual do Oeste do Paraná/Unioeste –Campus de Cascavel, com requisito parcial para obtenção do título de Mestra em Educação. Orientadora: Professora Doutora Marcia Borin da Cunha CASCAVEL – PR 2018 DEDICATÓRIA Aos meus pais, Jane e Olandir, por todo amor que dedicaram a mim. Ao Felipe Giuliano e aos meus afilhados queridos, Álvaro e Alexandre, que enchem a minha vida de amor e sorrisos sinceros. AGRADECIMENTOS Desde antes da escrita das primeiras palavras até as últimas deste trabalho, várias pessoas contribuíram e me ajudaram a finalizar. O caminho percorrido não foi fácil e muito menos simples. Sinto que Deus esteve ao meu lado, nos momentos de dúvida, de desespero, de alívio e de alegrias. Sei que foi Ele quem enviou pessoas especiais à minha vida e que agradeço profundamente. Agradeço aos meus pais, Jane e Olandir, sem vocês nada disso teria sido possível. Esse trabalho é por vocês que me deram tanto amor e que sempre me apoiaram em todas minhas decisões. Eu sei que nem sempre eu fui a melhor filha, mas prometo que estou me esforçando. Minha força vêm de vocês, de tudo que ensinaram e por todo amor que me dão diariamente. Vocês são os melhores pais! À Minha irmã, Lilian. Minha melhor amiga, meu porto seguro e meu exemplo. Ao meu noivo, Felipe Giuliano que nunca desistiu do meu sonho, que esteve ao meu lado desde a seleção do mestrado até a defesa. Você confiou mais em mim do que eu mesma. Obrigada por me carregar quando eu não tinha mais força e por me ensinar a viver de um jeito mais leve e descontraído. Meus amigos especiais, que tiveram paciência em ouvir sobre esta pesquisa e que me fizeram sorrir e perceber as prioridades da vida. Sou muito feliz e grata por ter amigos como vocês. A minha querida orientadora, Marcia Borin da Cunha, que há mais de dez anos tive a honra de ser sua aluna de graduação e desde isso, a tenho como um exemplo de professora. Nesse período aprendi muito contigo e hoje só posso te agradecer pelos puxões de orelha, pela paciência, pela confiança e principalmente pela cumplicidade neste trabalho e em todos os outros que realizamos juntas. Agradeço enormemente a banca examinadora, Enio de Lorena Stanzani e Fernanda Meglhioratti pela disponibilidade e pelas contribuições neste trabalho. Vocês foram muito importantes na finalização deste trabalho. Enfim, a todas as pessoas que de maneira direta ou indireta contribuíram para a realização deste trabalho, o meu muito obrigada. SILVA, Kathya Rogéria da. Luz, Câmera… ―Frankenstein‖: como os estudantes do ensino médio percebem a Ciência nos filmes. 2018. 199f. Dissertação (Mestrado em Educação). Programa de Pós-Graduação em Educação. Área de concentração: Sociedade, Estado e Educação, Linha de Pesquisa em Ciências e Matemática, Universidade Estadual do Oeste do Paraná – Unioeste, Cascavel, 2018. RESUMO O cinema pode ser considerado uma forma de expressão que tem sido reconhecido como uma fonte de investigação no ambiente escolar. Os filmes comerciais são instrumentos que possibilitam a formação sociocultural dos estudantes, pois a partir deles pode-se desenvolver o hábito de ver filmes, contextualizar conteúdos programáticos, promover discussões sobre determinado tema, entre outros. Pensando na possibilidade de discutir filmes em sala de aula, escolhemos um clássico, Frankenstein, que apresenta diferentes adaptações do romance para cinema. Para a escolha dos filmes exibidos em sala de aula, estabelecemos critérios como: classificação indicativa; como enredo principal o experimento realizado por Frankenstein; semelhança com o romance escrito por Mary Shelley. Após a etapa de análise dos filmes, ―Frankenstein‖ (1931) e ―Frankenstein de Mary Shelley‖ (1994) foram selecionados e levados para sala de aula. Ambos foram assistidos pelos estudantes que deveriam observar as relações sobre Ciência e cientistas. Logo após a exibição, os estudantes escreveram em uma folha as cenas que acreditavam ter relação direta com a Ciência. Na semana seguinte, realizamos grupos de discussão para identificarmos a forma como os estudantes haviam percebido os aspectos descritos nas folhas. Para analisar a escrita dos estudantes, utilizamos como metodologia a Análise do Discurso segundo Orlandi (2012). Enquanto na análise das falas foram identificados os mesmos elementos destacados previamente, como: o filme; a criatura; intertextualidade; o papel da mulher; contexto histórico; ciência, cientista e experimento. Nas análises, buscamos identificar a percepção dos estudantes sobre cada um dos temas abordados. Os estudantes trouxeram diferentes inquietações e observações durante as discussões. Frankenstein foi identificado como o cientista principal, sendo criticado e considerado, por alguns, como culpado, por tudo que lhe aconteceu, enquanto outros buscaram na Ciência a explicação para seus atos. Ele foi descrito como um inventor, louco ou simplesmente um entusiasta. Suas características psicológicas não foram esquecidas, sendo chamado de egoísta inúmeras vezes por ter abandonado sua criação. Realidade e ficção foram confundidas, assim como a Ciência foi interpretada de maneiras equivocadas, entendida como um processo de intuição e de sorte. A visão ingênua e neutra da Ciência esteve presente, apesar de ter aqueles que discordavam dessa imagem. Percebemos que é possível realizar amplas discussões em sala de aula sobre a produção do conhecimento científico, a partir de filmes que tenham em sua temática Ciência, como Frankenstein. Acreditamos que produzir conhecimento científico é saber ouvir e reconhecer o potencial de cada estudante presente em uma sala de aula, afinal, cada ser humano é único, possui suas vivências e suas histórias, e é a partir disso que constroem suas percepções, incluindo as de Ciência e cientistas. Palavras-chave:Percepção de Ciência e Cientista; Ensino de Ciências; Cinema e ensino. SILVA, Kathya Rogéria da. Light, Camera ... "Frankenstein": how high school students perceive Science in the films. 2018. 199f. Dissertation (Master in education). Postgraduate program in Education. Area of concentration: Society, State and Education, line of research in Sciences and Mathematics. Universidade Estadual do Oeste do Paraná – Unioeste, Cascavel, 2018. ABSTRACT Cine can be considered a way of expression and it has been recognized as a source of investigation in scholar environment. Comercial movies are instruments that enable the sociocultural formation of the students, from which it is possible to develop the habit of watching movies, contextualize programmatic content, promote discussions about a given subject, among others. Thinking about possibilities of discussing a movie in class, we chose a classic of the cinema, Frankenstein, which presents different adaptations from the novel to cine and other medias. To choose the displayed movies in class, we stablished criteria like: rating, main plot of the experiment performed by Frankenstein, similarly with the romance written by Mary Shelley. After analyzing the movies, ―Frankenstein‖ (1931) and ―Frankenstein de Mary Shelley‖ (1994) were selected and taken to class. Both movies were watched by the students of a high school full-time students. Afterwards, the students wrote in a sheet of paper the scenes of direct relation with Science. After a week, we had groups for discussion groups to identify the way the students had noticed the same aspects described in the paper. We analyzed the students writing by the method Analise do Discurso according to Orlandi (2012). While in the speech analysis, the same highlighted elements were identified after the analysis of the films, such as: the film; the creature; intertextuality; the role of the woman; historical context; science, scientist and experiment. In the analysis we seek, through Vygostky, to identify the students' perception about each of the topics covered. The students brought different concerns and observations during the discussions. Frankenstein was considered the main scientist, being criticized and considered by some as guilty, for all that happened to him, while others looked for the explanation for his acts in Science. He was described as an inventor, madman or simply an enthusiast. His psychological characteristics were not forgotten, called selfish over and over again for having abandoned his creation. Reality and fiction were confused, just as Science was misinterpreted
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