Trilhando caminhos interdisciplinares: desenho, o resgate do traço para o/a professor/a de ciências.

Abstract

This research adopts an interdisciplinary view on Arts and Science, through Teaching matters, referring to formal and non-formal contexts. The interdisciplinarity approach integrates the knowledge and the emotions (ANASTASIOU, 2015) to strengthen the communication and articulation between the fields in its similar aspects, resulting in theoretical, practical and subjective exchange. Our study subject is Drawing/Draw as a language. It involves the action of drawing, sketching, tracing. For most of adults, it is an activity that needs to be recovered and/or rescued, even with the “I can‟t draw” statement and the frequency it is heard in Brazilian contemporary society, it won‟t be the first encounter among adults and drawing. The proposal was designed from the personal and teaching in the informal context experience. The philosophical approach involves Husserl (2012) phenomenology due to its capacity to consider not only the knowledge, but also the human being and his/her reality, as a subjective issue. Our questions are: What is this, drawing? What is drawing to Science? What is drawing to Science teaching?. We aim to describe the teaching and learning process of Drawing to Science teachers. Looking for an intersubjective experience of the phenomenon, we established workshops (“oficinas”, in Portuguese) as the place and opportunity to interact (MELO; MAIA; CHAVES, 2016). Besides, from the methodology A/r/tography the intermediate and interdisciplinary language supported the composition of a theoretical environment that allowed a broad perceptions over the theme. Within the approximations in this theoretical environment, we developed a new look and reading experience for Betty Edwards‟ proposal on drawing, with the phenomenology of perception by Merleau-Ponty (2020 [1945]). The workshop participants included teachers, students and alumni of undergraduate teaching courses and post-graduation on Education/Teaching, that volunteered and accepted taking part in the experience. The data analysis was phenomenological and the results, even though represent a significant part of the research, do not end or close the debate over the topics covered. They indicate that Drawing is an important action-tool that relates to the teaching and learning process of Sciences, and it is also a language (DERDYK, 2020) that historically follows the knowledge creation and acquisition. Drawing creates new teaching and learning paths and there is an investigation gap