The legacy of science to society has always been very contradictory and varied. Currently, science can be seen as the beginning of a better world, but also as a research area potentially dangerous. Through science fiction literature, we show how science and technology can express public concerns over its potential negative impacts, and secondly, the excessive optimism regarding their results, leading to a form of representation of the aspirations of society. This type of literature deals with the hopes and fears generated by scientific discoveries and portrays the images and myths about science itself, thus representing a good source of discussion within the school. In this paper, we propose a guide for the implementation of the literary “Player Number 1 “ by Ernest Cline (2012 ), as a teaching tool to be used in the classroom by the science teacher in high school classes. The book has the characteristic of being a futuristic science-fiction, showing points of current technological world. This guide for the development of pedagogical proposal includes a preparation class, a presentation on the book to stimulate their reading, and then the presentation of excerpts that should be worked with students highlighting selected topics. The aim is that students are led to reflect on the moral and ethical aspects of the application of scientific knowledge, based on the reading and discussion of excerpts from this book, focusing mainly on one of the cross-cutting themes: environment. Taking as an example the words “... All burning fossil fuels led through a ugly side effects , such as increasing the temperature of our planet and the change in the environment. So now the polar ice caps are melting, sea levels are rising and the weather is all messed up. Plants and animals are dying in record numbers, and many people are starving, without a home.” Thus, the proposal will have to be applied to stimulate reflection, combining reality and fiction to students‘ everyday lives, enriching way of methodological possibilities available to the classroom. To finalize the proposal prompted students to answer a questionnaire in order to assess what they think of the use of science fiction books in the classroom as a teaching, which will later be evaluated.

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Literature of science fiction as a tool for dissemination in the science classroom

Danielle Cristina Duque Estrada Borim   Centro Federal de Educação Tecnológica Celso Suckow da Fonseca, Brazil

Marcelo Rocha Borges   Centro Federal de Educação Tecnológica Celso Suckow da Fonseca, Brazi

The legacy of science to society has always been very contradictory and varied. Currently, science can be seen as the beginning of a better world, but also as a research area potentially dangerous. Through science fiction literature, we show how science and technology can express public concerns over its potential negative impacts, and secondly, the excessive optimism regarding their results, leading to a form of representation of the aspirations of society. This type of literature deals with the hopes and fears generated by scientific discoveries and portrays the images and myths about science itself, thus representing a good source of discussion within the school. In this paper, we propose a guide for the implementation of the literary “Player Number 1 “ by Ernest Cline (2012 ), as a teaching tool to be used in the classroom by the science teacher in high school classes. The book has the characteristic of being a futuristic science-fiction, showing points of current technological world. This guide for the development of pedagogical proposal includes a preparation class, a presentation on the book to stimulate their reading, and then the presentation of excerpts that should be worked with students highlighting selected topics. The aim is that students are led to reflect on the moral and ethical aspects of the application of scientific knowledge, based on the reading and discussion of excerpts from this book, focusing mainly on one of the cross-cutting themes: environment. Taking as an example the words “... All burning fossil fuels led through a ugly side effects , such as increasing the temperature of our planet and the change in the environment. So now the polar ice caps are melting, sea levels are rising and the weather is all messed up. Plants and animals are dying in record numbers, and many people are starving, without a home.” Thus, the proposal will have to be applied to stimulate reflection, combining reality and fiction to students‘ everyday lives, enriching way of methodological possibilities available to the classroom. To finalize the proposal prompted students to answer a questionnaire in order to assess what they think of the use of science fiction books in the classroom as a teaching, which will later be evaluated.

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