Diálogos entre poesia e educação científica: uma experiência para a formação de professores a partir do PIBID de Biologia da UFLA

Abstract

This work aims to understand the dialogue between poetry and science, considering its relationship with initial teacher education. The research was conducted with students from the Institutional Program of Scholarships for Teaching Initiation (PIBID) in Biological Sciences, with meetings taking place in 2021 and 2022. Additionally, the students in this program created reports on their perceptions of the effect that poetic art had on their teacher education process. The meetings occurred weekly and included various forms of art: cinema, music, and poetry, which is the focus of this research. As a result, it was possible to understand that poetry can help future teachers find a new path by promoting a pedagogical practice that breaks away from traditional and rigid science teaching, allowing them to see social, environmental, political, and cultural relationships from a poetic perspective while incorporating the concepts provided by scientific knowledge. During the meetings, poetry readings were organized, where well-known poems were recited. However, there was also a moment when the scholars could present their own texts and subsequently report how poetry impacted them. Thus, when art and science are aligned, working towards the development of critical thinking, it helps to reveal realities often obscured by capitalism. For the research, content analysis was chosen, categorizing the students' statements. Initially, three categories were identified regarding the perceptions of creating original poems. In the second phase, Five categories emerged on how poetry and related discussions were perceived by them. In the third phase, six categories were created, showing the impact of poetic art on the education of science and biology teachers. As a result, it was found that this art is a strong ally in the teacher education process, contributing to a more humanizing and sensitive education, developing critical-reflective thinking, and allowing future teachers to see poetry as a path to a transformative pedagogical practice.