O teatro científico contextualizado na vida e obra de Marie Curie para o ensino da tabela periódica

Abstract

This work proposes the use of scientific theater in the teaching of Chemistry to motivate, involve and facilitate the learning of students in the three grades of regular state high school in Nova Friburgo, RJ. Following the example of some Brazilian universities that maintain, in their scientific dissemination groups, theatrical practice as a teaching resource, students are suggested to participate in all stages of the preparation of a theatrical play, from research to staging. The didactic sequence designed to carry out this project is reported, based on different active methodologies and from a D~D~A (student~teacher~learner) perspective, adding to this practice two mini workshops with the application of theatrical games for teaching sciences through the historicity of the chemical elements radium and polonium and the life and work of their discoverers. The planning of this didactic sequence, from choosing the generating themes to writing the sketch scripts, took place through the direct participation of students, considering their interests, suggestions and prior knowledge. The scientific research necessary to prepare the scripts refers to the investigation of the history of the Periodic Table and the contributions of Marie Curie, in the scientific, social and cultural aspects, with the aim of humanizing the figures of scientists, sometimes considered to have unattainable gifts, to value the role of women in Science, to bring the target audience closer to the academic world and, not least, to give protagonism to the young people involved in the process, encouraging their creativity, their autonomy regarding objectives, research, product development and evaluation of results. With this study, it was observed that the commitment of the students involved in all stages of this work, occurred in parallel with the understanding of the contents, the development of skills such as integration, collaboration, skills for art, professional vocations and skills to think critically. and make individual and collective decisions to resolve potential problems or reevaluate procedures. Both the didactic sequence and the proposed theatrical workshops are presented in a memorial portfolio, the educational product of this dissertation.