THE USE OF TALES IN THE TEACHING OF ASTRONOMY: A DIDACTIC PROPOSAL FOR THE SUBJECT PHASES OF THE MOON

Abstract

In this article, some reasons by which narratives of the Tale genre collaborate for the teaching of Astronomy in Basic Education are discussed. The work was developed from the following question: can the use of a tale, elaborated through a scientific narrative, contribute to the teaching of Astronomy for Basic Education? To answer this question, a qualitative investigation was developed, and applied to ninth-year elementary school students from a public school in the Western region of Paraná. Bardin's method of content analysis was used for the data collected via the questionnaire and for the notes described in the diary register. The results found with the application of the tale refer to an understanding of order higher than the initial of the students about the content phases of the Moon, since the answers in the questionnaire show more complex and clear elaborations, when compared to students who did not reader the tale. From this, it is considered that the reading of the tale may provoke new conceptual abstractions, when they make sense to the student. Therefore, it is concluded that the scientific narratives of the tale genre, elaborated from the alternative conceptions of the students, contribute and present themselves as potentiators and effective for the teaching of Astronomy.