A ilustração como instrumento didático no ensino na Educação Básica: um olhar para a formação de professores

• Ano de defesa: 2023
• Autor(a) principal: Nascimento, Pedro Henrique de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Ilustrações científicas; Instrumento didático; Ensino; Formação de professores
• Link de acesso: http://repositorio.ufes.br/handle/10/12743

Scientific illustration is a form of visual representation that combines scientific precision with artistic techniques. With the primary goal of communicating complex information in a visually appealing and educational way, scientific illustration plays a significant role in the dissemination of science and appreciation of the beauty and complexity of the natural world. To provide an overview of scientific illustration as a pedagogical device and to describe the process of insertion and use of this instrument in teacher training, this research sought to evaluate the applicability of this instrument as a didactic resource for teaching. The optional course "Drawing as a teaching and learning tool" was developed, linked to the Professional Master's Program in Biology Teaching to understand the role of illustration as a didactic tool in the initial and continuing education of Basic Education teachers. The course had 18 people enrolled regularly, who presented varied characteristics. It was possible to count on the participation of undergraduate students in Biological Sciences, master's and master's students from the PROFBIO/UFES and PPGEEB/UFES programs, doctoral students from PPGEDUCIMAT/IFES, as well as teachers from the school system. As for the areas of expertise, in addition to biology students and professors, there were professionals in the fields of chemistry, languages and history. It was found that all respondents had never participated in a scientific illustration course, but 94% had already done some type of drawing and that 64.7% had already used illustration as a teaching tool. Based on the reports obtained through the questionnaire applied, it was possible to identify the applicability of illustration in the teaching and learning process of several curricular components. Scientific illustration, in addition to its primary function of communication, can be taken with great stimulus for productive classes that generate positive results. This practice can help students connect theories with concrete examples, as images tend to be retained in memory longer than purely textual information.