Title: A ciência e o insólito: o conto de literatura fantástica no Ensino de Física
Abstract: The current research deals with the relationship between Physics and Literature, represented by the fantastic tale, and its didactical possibilities, assuming, as defended by Zanetic (1989), that Physics it's also culture.We have chosen the short story, since it is one genre of fast reading, "of only one sitting", as proposed by Edgar Allan Poe (2000).Together with this, we have selected the fantastic literature, characterized by the hesitation between the real and the wonderful.This fantastic possess an educational function, as indicated by Rabkin (1977), since it creates in the mind a diametrical reversal and opens news and fantastic worlds.Given this outline, our goal is to think how the literature, especially the fantastic stories, can be used in physics classroom to address issues and concepts of physics.To this end, we have selected three tales from established writers: Murilo's Rubião "O Pirotécnico Zacarias" (1974), Jorge Luis Borges' "The Garden of Forking Paths" (1944) and Edgar Allan Poe's "The Thousand and Second Tale of Scheherazade" (1845).The first history, by dealing with the indetermination between life and death, provides an analogy with the Schrödinger's cat paradox of Quantum Mechanics.The second story, it's a detective story that features and endless labyrinth, represented by a book, where all possibilities occur at the same time, like in a garden of forking paths.This idea dialogues with the multi-universes interpretation of Quantum Mechanics, proposed by the physicist Hugh Everett III.Finally, the third tale, presents a history in which the science is described differently.The story shows how science and technology is seen through the eyes of those who do not know the science, showing whit this, that science is unlikely to certain contexts.As a methodology, we have conducted an initial study on reading in physics classroom that was accompanied by a study on reading strategies, in which we proposed the reading as a research and as an analogy.In addition, we have conducted a literary study of the tales from Greimas' semiotics.This study was used to interpret and identify the main elements of the tales.Thus, when we relate the fantastic with physics, we were able to observe that in physics, what is fantastic can became real.In this sense, this relationship invites us to reflect on our reality, a fact that is essential to Physics Teaching.Furthermore, we believe that the fantastic can be used in the classroom either as an analogy, or as an investigation, where the scientific concepts are to be questioned.