Ilustrações de Viagem ao centro da Terra para o ensino de ciências: uma abordagem de leitura de imagens a partir de Gombrich

Abstract

Science fiction has been investigated as a relevant tool for science teaching over the last few decades. Research highlights literature and cinema as the main sources of science fiction. In this research we approach the contributions of science fiction image reading for science teaching. Among the numerous science fiction authors, we chose to investigate one of the works of Jules Verne, for its characteristic of disseminating scientific knowledge. Thus, it is questioned what are the potentialities of the illustrations of the work Journey to the center of the Earth by Jules Verne for the teaching of natural sciences? To answer this question, the objective is to analyze the contributions of the illustrations of the science fiction work Journey to the center of the Earth for the teaching of natural sciences. It is a documentary research and image analysis. We will use Image Reading: three interrogations (LI3) by Silva (2022), adapted from Gombrich (2005) to analyze these illustrations. The methodological approach for the constitution of data was qualitative. We organize the research into four chapters. In the first, we will discuss converging aspects of Science Teaching, Images and Science Fiction, as well as Scientific Literacy. In the second chapter, we present Image Reading, Gombrich’s studies and the adapted proposal of Image Reading: three questions. In the third chapter, we contextualize the work Journey to the center of the Earth, exploring the role of science and illustrations in Jules Verne’s science fiction. In the fourth and last chapter, we present the analysis of the illustrations and the discussion of the relationships found for teaching science and reading science fiction images. In view of the research carried out, we infer that the image reading from the work Journey to the center of the Earth (1867) constitutes an important pedagogical resource, making it possible to understand Science in its various aspects, based on scientific literacy. It also offers teachers and researchers a way to better utilize images in their classes and studies.