O teatro científico como alternativa metodológica no ensino de física para a aprendizagem do conteúdo de oscilações e ondas

Abstract

The present study aimed to call high school students’ interest to the learning of oscillations and waves, particularly considering the phenomenon of resonance. We seek to develop a solid study for a more effective learning about such content, leading to the perception of the importance of the correlation between school subjects and the exercise of citizenship. Therefore, we use a feature inherent to every human beings, wherever they are: their feelings, their wishes, their desires, that always need to appear; to take shape. One of these ways is the art, specifically the performing arts, a subject about which we have been reflecting, through the light of the great exponents in the area, as Augusto Boal, Bertolt Brecht, among others, who were great reference to us. This way, we have been taking the theatrical performance to the classroom as a methodological alternative to the teaching of Physics, approaching the contents of oscillations and waves. We aim thus to seek for a kind of teaching, which is incorporated into the civic activity and critical analysis, in order to motivate and call the attention of the students and the communities involved to the scientific knowledge. We also have, as a support, the so-called progressive pedagogy, which emerged in the United States in the 1920s, with John Dewey, and which became the essence of Paulo Freire's work in Brazil. The application of traditional evaluation, with multiple choice questions and essay ones, was used to measure the utilization rate of students, regarding the content taught in this investigation. The results obtained, both, in the behavior of students in the classroom, and in the exposed evaluation responses, were satisfactory from the standpoint of our expectations, that is, students respond critically and consciously when they realize there is sense in the learning strategies in which they are involved. Therefore they can link the subject content to their lives, and this allows learning to occur in a more effective and tangible way. We hope that this work serves as a model to be used by other teachers and that actions such as these can be implemented more systematically in schools.