Quadrinhos no Ensino de Ciências: Compreensões de Futuros Professores de Química

Abstract

Comics are part of the daily lives of many people, whether at home or in school, serving both as entertainment and as a source of information. At times, their seemingly simple language makes it easy to connect with various subjects. As such, comics offer numerous potentials as a teaching tool, capable of illustrating or complementing ideas. The relationship between comics and science, at least the one we identify, dates back to the early days of superhero stories, and since then, this relationship has grown. Today, we can find academic and scientific discussions from various fields of knowledge related to comics. Therefore, the aim of this research was to identify the limits and potentials encountered by teachers in training when developing a didactic sequence that incorporates comic books as one of the pedagogical tools for the development of a specific topic. We also investigated the students' ability to identify comic works suitable for use in this didactic sequence. Additionally, we identified how future Chemistry teachers interpret and understand comics within a didactic sequence that values socio cultural aspects.This research adopts a qualitative approach, divided into two phases of application, based on the topological teaching model proposed by Marcelo Giordan (2008). The primary goal of this model is to develop and implement didactic sequences that consider socio-cultural aspects, starting with everyday problems and a central theme. In this sense, the first sequence was created through weekly meetings with the chemistry education students, presenting significant concepts from comic books and their application in science education. The second model of Didactic Sequence was conceived by the students themselves at the end of these meetings, with the main purpose being its implementation during the supervised internship period in high school. After the implementation of these stages, an interview with eight semi-structured questions was conducted. These questions generated a corpus of information, which was analyzed using the methodology of textual discursive analysis proposed by Moraes and Galiazzi (2013). The goal of this analysis was to evaluate the students' perception of the integration between comic books and the development of didactic sequences.In conclusion, we found that the students had a favorable perception regarding the use of comic book language as an integral part of didactic sequences in science education. However, it is worth noting that we identified a difficulty on the part of the students in fully understanding the language of comics, as well as a simplistic view, tending to consider comics predominantly as a form of entertainment, at the expense of their informative potential.