Vozes que vêm das tintas: uma leitura da obra retirantes, de portinari, à luz da formação de professoras e professores de ciências e biologia

Abstract

This dissertation analises the potential of integrating art and science in the initial training process of science and biology teachers, taking as its central focus the analysis of the work Retirantes (1944), by Candido Portinari. By highlighting social tensions and the structural contradictions of the logic of capital, Portinari's artistic production favors a more humanized and critical teaching practice, allowing scientific knowledge to be understood in its historical and political totality. The study articulates the integration between artistic languages and scientific knowledge as a path toward strengthening teacher identity and autonomy, grounded in enchantment as a strategy of resistance to mercantilization and the disenchantment of the contemporary world. Methodologically, it is characterized as a research that seeks to analyze the scientific, political, and social dimensions of the pictorial work. The investigation points out that the human body manifests itself as the territory where the contradictions of capital and State neglect materialize, transforming the absolute deprivation of hunger and thirst into a living document of inequality. In this scenario, the Caatinga is represented as a system in collapse, where predatory exploitation converts the biome into a space of confinement and environmental injustice, while forced displacement is configured as a complex biological and social response and an imperative for species conservation. In light of this, solidarity emerges as the primary social technology of resistance and "supravivência" (over-survival). It is understood, finally, that Portinari's work constitutes a powerful path of interlocution to humanize teaching, evidencing that biological and environmental phenomena are inseparable from historical and political processes. The integration between art and science in the formative process broadens the ways of understanding life, awakening the enchantment, critical reflection, and ethical commitment necessary to favor the construction of a more critical, sensitive, humanized teacher education committed to the contemporary challenges of science and biology teaching.