ENCONTRO COM SABERES DE FÍSICA POR MEIO DE UMA ATIVIDADE UTILIZANDO A DANÇA COMO ARTEFATO CULTURAL

Abstract

This research entitled “Updating Physics knowledge in an activity using dance as a cultural artifact” aimed to analyze how the learning process of General Mechanics knowledge occurs, enrolled in the 1st Series of High School, using dance as a cultural artifact, and as a specific objective, to verify if an activity using dance, as a cultural artifact, can update students' perception in relation to Physics and also to dance. The investigative study, developed within the scope of historical and dialectical materialism, uses the Objectification Theory (TO) as a theoretical and methodological contribution. TO is a classroom-oriented educational theory that proposes teaching and learning activities (AEA) in the form of joint work between students and the teacher, aiming at learning that simultaneously encompasses objectification processes (updates of knowledge) and subjectivity (transformation of being / students). The research was developed from the project “Physics and dance”, in which 13 volunteer students from a Federal Institute of Mato Grosso do Sul, Campo Grande campus, enrolled in the 1st Series of Integrated High School. The project was carried out in nine meetings mediated by the teaching and learning activity (AEA), each one lasting 2 hours. The data were collected through a sociocultural interview, two diagnostic tests to survey the students' knowledge and data from interactions during all meetings and an individual interview to survey the perceptions of the students participating in the project. To analyze the updating processes, data from the seventh and eighth meetings were used, relating to the preparation of a dance script by students, in small groups, through relevant episodes extracted from the interactions that took place in the joint work, valuing semiotic elements in their oral speeches. and writings, such as gestures, voice intonations, body posture, as well as dance movements performed by students. We also resorted to gestural analysis and to the identification of polysemy and multimodality related to scientific knowledge, bakhtinian ideas were used, seeking to better understand students' oral and written speeches in the classroom, in addition to some properties of the Theory of Mediated Action, as an instrument to analyze students' subjectivities in relation to dance. As a result, regarding the objectification process, students expressed their knowledge through speeches, gestures, body movements and facial expressions, that is, through various semiotic resources. However, polysemy is observed in relation to the use of terminology in Physics, such as the meanings attributed to the knowledge of speed and collision, for example and also, the vector characterization of the knowledge covered in the script. As for the subjectivation process, there were changes in the students' perception of Physics and dance, when they stated that they started to feel less fear, strengthened friendships, felt welcomed and inserted in an activity in which they could elaborate something in which everyone was really involved. and started to see dance beyond movements or something purely artistic, recognizing the possibilities that exist between physics and dance for the classroom. The investigation of the learning that took place in the activity showed that the process of updating knowledge in the classroom, occurs intermingled and simultaneously to aspects and elements of human subjectivities. The students felt the fundamental difference between a teaching and learning proposal from the perspective of OT in relation to traditional teaching.