ABSTRACT
The interlocution between Science and Art, especially through the mediation of the theater, constitutes a potential perspective of science education. The theater, in addition to entertainment and fun, enables reflective, formative and educational actions. The research was configured as qualitative, in the narrative modality. The study was conducted to answer the following research question: in what terms formative experiences, mediated by theatrical practices, contribute to the learning of socially relevant knowledge and critical and reflective understanding of reality? For purposes of this article, we analyze the TV news program entitled "Dialogue Night", which was submitted to textual discourse analysis. The experience of the newspaper theatre led to constitution of (re) creation spaces, aesthetic experiences and apprehension of how you learn (and how it also teaches) in a dialectical process, that favored the understanding of the reality that surrounds us. The renewal perspective of science education, through the use of art for science and art as a way to enlarge the understanding of science in the world, leads us to consider that by connecting critical thought to the possibilities of a creative perform in the theater, there is formation of "products" that help the educational process for the preparation of critical citizens.
Keywords:
Theatrical practices; Science education; Teacher training.