Luz, Câmera… ―Frankenstein‖: como os estudantes do ensino médio percebem a Ciência nos filmes
| Ano de defesa: | 2018 |
|---|---|
| Autor(a) principal: |
Silva, Kathya Rogéria da
 |
| Orientador(a): |
Cunha , Marcia Borin da
|
| Banca de defesa: |
Cunha , Marcia Borin da
,
Meglhioratti , Fernanda Aparecida
,
Stanzani , Enio de Lorena
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/4147 |
Resumo: | Cine can be considered a way of expression and it has been recognized as a source of investigation in scholar environment. Comercial movies are instruments that enable the sociocultural formation of the students, from which it is possible to develop the habit of watching movies, contextualize programmatic content, promote discussions about a given subject, among others. Thinking about possibilities of discussing a movie in class, we chose a classic of the cinema, Frankenstein, which presents different adaptations from the novel to cine and other medias. To choose the displayed movies in class, we stablished criteria like: rating, main plot of the experiment performed by Frankenstein, similarly with the romance written by Mary Shelley. After analyzing the movies, ―Frankenstein‖ (1931) and ―Frankenstein de Mary Shelley‖ (1994) were selected and taken to class. Both movies were watched by the students of a high school full-time students. Afterwards, the students wrote in a sheet of paper the scenes of direct relation with Science. After a week, we had groups for discussion groups to identify the way the students had noticed the same aspects described in the paper. We analyzed the students writing by the method Analise do Discurso according to Orlandi (2012). While in the speech analysis, the same highlighted elements were identified after the analysis of the films, such as: the film; the creature; intertextuality; the role of the woman; historical context; science, scientist and experiment. In the analysis we seek, through Vygostky, to identify the students' perception about each of the topics covered. The students brought different concerns and observations during the discussions. Frankenstein was considered the main scientist, being criticized and considered by some as guilty, for all that happened to him, while others looked for the explanation for his acts in Science. He was described as an inventor, madman or simply an enthusiast. His psychological characteristics were not forgotten, called selfish over and over again for having abandoned his creation. Reality and fiction were confused, just as Science was misinterpreted as a process of intuition and luck. The naive and neutral view of Science was present, although there were those who disagreed with this image. We realized that it is possible to carry out wide classroom discussions about the production of scientific knowledge, from films that have in their Science theme, as is the case with Frankenstein. We believe that to produce scientific knowledge is to know how to listen and to recognize the potential of each student present in a classroom, after all, each human being is unique, has its experiences and its stories and, from that, they construct their perceptions, including those of Science and scientists |