Contribuições da(s) paródia(s) musical(is) para o ensino de ciências: uma revisão bibliográfica sobre a interdisciplinaridade entre ciências e artes

Abstract

Science education faces challenges such as the lack of laboratory infrastructure and the use of traditional methodologies that sometimes make the subject challenging for students. This research seeks to analyze, through a literature review, how musical parodies contribute to the teaching process in Science. In many cases, the objects of knowledge in Science education are not clearly understood; interactive and practical lessons related to Science, with an interdisciplinary approach to abstract subjects, facilitate understanding. This project analyzed, through a literature review, how Science and Arts can align in an interdisciplinary manner through musical parodies. Thus, the research is applied in nature, with exploratory and descriptive objectives, investigating how music can be used as a methodological tool in Science education. It was developed through bibliographic research based on the analysis of scientific articles, books, and academic papers available in databases such as Google Scholar, SciELO, and CAPES Journals. The results indicate that the use of music through parodies promotes meaningful learning, assisting in the memorization of scientific concepts and promoting greater student engagement. Furthermore, the interdisciplinarity between Music and Science contributes to the development of creativity, critical thinking, and the active participation of students in the teaching-learning process. It is concluded that the use of musical parodies has great potential as an active methodology, contributing to making teaching more dynamic, accessible, and meaningful.