The productions of science and art represent extensions of our experiences, and thus constitute forms of knowledge. The interlocution between Science and Art, especially through the mediation of the theater, constitutes a potential perspective of science education. Theater, in addition to entertainment and fun, enables reflective, formative and educational actions. In this context, the thesis presented here aims to answer the following research question: in what terms the formative experiences of future teachers of the early school years, mediated by theatrical practices, contribute to the learning of socially relevant knowledge, notably in the sense of critical and reflective understanding, in the context of science education? Qualitative approach, represented by narrative research, in the form of research-training, constituted the methodological option of this thesis. The data gathered in this work were analyzed by Discursive Textual Analysis. The immersion in the field texts allowed me to identify three axes of analysis: (1) learning to be and to live together, (2) learning socially relevant knowledge through theatrical practices and (3) ideas about the possibilities of theater mediation to teach Sciences. The formative experience was developed in two classes at Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens, of Instituto de Educação Matemática e Científica, of Universidade Federal do Pará. The instruments used in the research were: individual and group textual productions, diaries and audio and video record. I believe that theatrical practices contributed to the constitution of spaces of (re) creation, aesthetic experiences, ethical considerations, recovered the way how learns (and how teaches), in a dialectical process that favored the understanding of reality, in a movement of appropriation of art by science and art as a way to expand the understanding of science in the world. Thus, as one of the artistic languages, theater enhances the possibilities of dialogue between science and art, inserting itself in the field of a sensitive education, in the consideration of ethics, aesthetics, perceptions, emotions, motivations and interpersonal relationships, in the fruition of new/other meaning conferred to objects of study/teaching; it constitutes mediator materiality of constant recreation of the classroom scene – a privileged place of experimentation, transformation, renewal and (re) thinking about teaching and do teaching.
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