A ficção científica e o ensino de ciências: uma revisão bibliográfica

Abstract

This dissertation presents a literature review aimed at analyzing the roles and functions attributed to science fiction works within the field of science education research, addressing the following research question: How and for what purposes has science fiction been incorporated—or proposals for its incorporation have been developed—into science education? To conduct this analysis, a Content Analysis based on Bardin's methodological framework was applied to the studies comprising the research corpus, namely publications addressing the relationship between science fiction and science education, retrieved from the CAPES Journal Portal. The analysis was carried out by adopting the term science fiction as the Unit of Record and organizing the Context Units into analytical tables, in which relevant excerpts were identified, interpreted, and coded to determine the perspectives through which discussions of cultural aspects aimed at fostering a dialogue between science and art are incorporated. As a result, six distinct ways in which science fiction and related issues are addressed, or proposals for their incorporation are developed, within the context of science education were identified. These findings are discussed in dialogue with the theoretical framework developed throughout the dissertation, highlighting the importance of incorporating literature, particularly science fiction, into science education.