Abstract

This article presents the results of a qualitative research, based on four paintings by Joseph Wright that portray a cave near Naples painted in 1774 and in the Grotto of the Encantadas-Ilha do Mel State of Paraná in Brazil. In order to promote scientific literacy and also visual literacy from image reading, we developed four didactic sequences for the teaching of sciences for the second cycle of elementary school based on the thematic caves. These sequences were applied to students after class activities at the João XXIII Institute, an institution that serves children at social and economic risk in the city of Ponta Grossa, in the interior of the State of Parana. Data collection took place through observation, audio recordings, photographic records and materials produced by students. The main findings showed that the use of Joseph Wright's art works and the photographs of Gruta das Encantadas in the didactic sequences was an effective strategy to provide scientific knowledge, develop image reading skills as a means to establish a connection between sciences and arts. The findings also show that the use of art works by Joseph Wright as strategy for classroom activities contributed for the development of students’ creativity, rationality, and environmental awareness, by focusing specifically on the protection of cave environments and for meaningful learning in the scope of science and arts, as well as the interelation between these areas.

Keywords

Image reading, scientific literacy, problematization