Luz, câmera e animação: stop motion na iniciação científica

Abstract

We developed this work with the aim to investigate the possible contributions and contradictions of the connection between art and science in Professional and Technological Education (PTE) made possible through an animation course in stop motion intending to bring students closer to the precepts of scientific initiation and artistic production in a humansensitive-emancipating perspective. It has a qualitative approach applied with an exploratory aim. The research was epistemologically based on dialectical historical materialism in a way, so we start from the material reality raising it to the abstract to study and understand it in its entirety and we return to that same concrete reality with the possibility to transforming it. As for the procedures, we started from the bibliographical research of the theoretical framework of the conceptual bases of professional and technological education and its propose of teaching integrating the dimensions of work science and culture and the assumption that art and science are different forms of human objectifications with the same reality, being, therefore, producers of knowledge. Anchored in the historical-critical pedagogy, we developed research with young students of integrated high school of the Federal Institute of Mato Grosso do Sul (IFMS). It was offered an animation course with the aim to study the relationship between work, science and art from the perspective of (PTE), in order to encourage participants to produce a stop motion animation, being this an aesthetic production representing its subjective perception about the scientific research and its social implications. The obtained results showed that the proposed course made it possible to broaden the perception of the students about science and art, promoting a more contextualized understanding of the topics covered by realizing the relationships established with the subjects and the social structures. In addition, it was noticed that the interest in scientific initiation may have been instigated and accentuated with the participation in the course, contributing to the development of creative autonomy. The didactic methodology of the historical-critical pedagogy proved to be pertinent and allowed a contextualized approach, articulating the contents with the reality of the course participants and encouraging them to reflect about their social practice. We wait that this research can contribute to the scientific debate around the integration between art and science, specially in an attempt to highlight the importance of art as knowledge in an educational proposal that aimed at the omnilateral formation of the subject. It is also waited that the educational product presented can bring relevant contributions to educational practices in PTE, integrating art and science in order to expand opportunities for accessing information about the scientific method of research and enable the expansion of the forms of expression of students from the integrated medium education.