Discourses in science fiction movies: science teaching and the production of meanings in the socio-environmental perspective

Abstract

This paper consists of discourse analysis of science fiction movies, with emphasis on the notions of environment, disciplinarity, neutrality and salvationism of Science. These discourses, in their various social spheres and conditions of production, are manifested in the teaching and learning relations of science education. We analyze the discursive materiality of the movies Interstellar (NOLAN, 2014) and The Martian (SCOTT, 2015) from the French side of Discourse Analysis. The choice of these two works for analysis is due to the great popularity of both, but mainly for sharing the main categories of meaning listed in our discursive clipping (environment, disciplinarity, neutrality and salvationism of Science), that is, films give circularity to congruent speeches, consequently materializing certain ideologies. Science fiction movies often propagate discourses of an ideal science, conceal values, prejudices and ideologies, especially social, environmental and economic factors. Such discourses build realities and end up grounding practices. Our analyzes indicate the need for a critical scientific and environmental education that problematizes discourses present not only in films but also in other media and spaces of communication. Science fiction movies have a great potential in the context of science teaching, not only as mobilizers of criticality, but in a broader way. Sci-Fi is a form of signification and mediation that, when brought to the pedagogical field, enhances the production of meanings for scientific knowledge, in addition to broadening the cultural formation of subjects.

Keywords

• Ficção Científica
• Linguagem
• Discurso
• Ensino de Ciências