As relações entre ciência, tecnologia e sociedade e literatura para o ensino de ciências a partir da obra de Frankenstein

Abstract

The present research focuses on the study of STS (Science, Technology, and Society) relationships in literature and seeks to answer the question: What potentialities can be highlighted in the relationships between STS and the literary work Frankenstein by Mary Shelley for science education? Its objective is to analyze, through a literary work — Frankenstein — possible interconnections between Science, Technology, and Society (STS) and literature for science teaching. Methodologically, the research is characterized as bibliographic and employed Discursive Textual Analysis (DTA) for the analysis of the literary work. Thus, the first step involved organizing and initially categorizing the data, and the second step allowed for a deeper understanding of Frankenstein by Mary Shelley and its relations to STS. The theoretical framework is based on the STS perspective, Paulo Freire’s concept of reading the world, and the relationship between literature and science education. The results indicate that the novel allows for critical reflection on the figure of the scientist, the ethical limits of science, and the impacts of science and technology, thereby becoming a potential educational resource that can be used in the classroom to foster students’ critical and reflective thinking regarding issues related to science, technology, and society.