A contação de histórias como prática de divulgação científica: uma abordagem sobre o livro história pretinha das coisas – as descobertas de Orí

Abstract

Science, historically produced and validated through Eurocentric epistemologies, has excluded the knowledge of Indigenous peoples and Afro-Latin American communities. In this context, there is a need for more plural, affective, and accessible communicative practices capable of breaking with vertical models of knowledge production and dissemination. This research addresses the following problem: How can storytelling be mobilized as a decolonial Science Communication practice for children? Its general objective is to use storytelling as a Science Communication (SC) practice to address decolonial themes for young audiences, investigating the potential of storytelling as an SC strategy. The study used the book Pretinha das Coisas: As Descobertas de Orí (2022) by Bárbara Carine Soares Pinheiro as a resource for storytelling and as a means of constructing research data. The research aimed to enable the circulation of scientific knowledge through storytelling, explore the potential of storytelling as a tool to promote critical thinking in children from a decolonial perspective, and interpret the narrative constructions present in children’s retellings and drawings. Methodologically, this is a qualitative study with data analysis grounded in a Bakhtinian perspective of language. The investigation was conducted through a workshop within the extension project “Comquímica das Crianças” at the State University of Western Paraná (Unioeste), Toledo campus, where the story was told, followed by oral retelling activities carried out by the participating children. The participants were between five and seven years old and attended public and private elementary schools. Interactions were recorded in audio and video, followed by transcription and discourse analysis of the children’s statements. The results indicate that the children demonstrated familiarity with scientific terms, such as “microorganisms” and “chemical compounds,” and connected them with elements of the narrative, mobilizing prior knowledge acquired in school, media, and social contexts. The retellings also revealed the incorporation of diverse voices (polyphony), allowing the emergence of a vision of science closer to the children’s reality and affective experiences. This research demonstrates that storytelling is a powerful ally for childhood-focused Science Communication, especially when aligned with decolonial perspectives that value alternative epistemologies and historically marginalized subjects. By enabling the listening of children’s voices and re-signifying science as a plural and accessible practice, this study contributes to rethinking the ways scientific knowledge is produced and circulated in the field of Science Education.