O encontro da música com o ensino de ciências da natureza: uma revisão sistemática de literatura

Abstract

Music can be used in the Teaching of Natural Sciences in several ways, it can act either as a didactic resource or as an object of knowledge. Knowing that the purpose of Nature Science Teaching is the development of Scientific Literacy of students during Basic Education, this study starts from the following question: How can Music be used in Nature Science Teaching during Basic Education in face of the development of Scientific Literacy? Thus, the general objective of this study was to investigate how music can be used in the teaching of natural sciences during elementary education to develop scientific literacy. To reach the proposed objective, this study was characterized as a basic exploratory research of a qualitative nature, considering the use of subjectivity in the research. Thus, as a data collection technique, a bibliographic research of the Systematic Literature Review type was chosen, in the annals of the main events of Nature Science Teaching: National Meeting for Research and Education in Science, National Meeting for Biology Teaching, National Meeting for Chemistry Teaching and National Symposium for Physics Teaching. Thus, a search with the descriptor "music" was carried out in the annals of the highlighted events over a time span of ten years. It was used the Content Analysis proposed by Bardin (2011) to analyze, understand, interpret and make inferences about the data found. Regarding the results, it is noteworthy that the use of parodies was the most used didactic-pedagogical proposal in the analyzed studies, being carried out both by teachers - in order to motivate and present the parody as a possibility in the teaching and learning process - and by students who could exercise their autonomy and creativity. In view of that, this research considers that the use of music can enhance the learning of Natural Sciences in relation to Scientific Literacy, as well as the development of socioemotional skills and competences inherent to student protagonism during Basic Education.