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The phenomenon of a total solar eclipse has captivated human beings for millennium, often stirring a unique spiritual experience within its viewers. Witnesses claim to be intensely moved by the occurrence, and many contemporary “eclipse chasers” constantly travel across the globe to engulf themselves in the euphoric moments of totality. Before the advent of modern technology, both lunar and solar eclipses alike were quite terrifying, as they occurred unexpectedly and without warning. Eclipses induced fear rather than awe and wonder. Now that we possess the equipment to accurately track the Moon, Sun, and Earth, astronomers can pinpoint past eclipses as well as predict them far into the future. In fact, this practice has become so accurate that the date of Christ’s Crucifixion is estimated to have fallen on Friday, April 3, 33 AD1. Now that frightfulness has been removed from the equation, eclipses stand to provide an awe-inspiring as well as unifying experience. Just recently, the United States buzzed with collective anticipation; the total solar eclipse of August 21, 2017 cast a deep shadow from coast to coast2. Even those not the in the path of totality took time out of their day to witness a partial eclipse. Schoolchildren and adults alike came together to see these three celestial bodies align with magnificence. While a solar eclipse is a beautiful occurrence, spectators must take precautions to prevent permanent eye damage or blindness. The younger portion of the population is likely to have never experienced such a thing, thus there is a clear demand for education on safe eclipse viewing practices3. In reconciling the unique psychological effects, physical limitations, and dangers associated with watching a solar eclipse, architecture as a collection of geographical and spatial resources will offer a unique setting for eclipse anticipation and totality. The challenge to such a proposal lies in the paradoxical frequency of solar eclipses. A physical response thus requires a combination of mobile and stationary elements. Temporary vessels will be deployed in several locations as the schedule of future eclipses unfolds. Static structures and inscriptions scored into the earth serve as a memorial to the fleeting event, allowing the architecture to educate beyond the lifespan of the eclipse. These interventions serve to impress upon the occupant the enormity of such a celestial alignment. / 0 / SPK / archives@tulane.edu

Made available in DSpace on 2014-12-17T15:05:05Z (GMT). No. of bitstreams: 1 MariaLSL.pdf: 1663672 bytes, checksum: 1006103e40d05def90b6326a63ec94c2 (MD5) Previous issue date: 2006-05-19 / This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Par?metros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents / Este trabalho prop?e-se a discutir metodologias e atividades did?tico-pedag?gicas para o ensino de Astronomia no 1? e 2? ciclos do N?vel Fundamental, numa perspectiva de letramento e inclus?o. As propostas apresentadas foram desenvolvidas em uma turma da Escola Estadual Alceu Amoroso Lima, Zona Norte de Natal, com crian?as a partir dos seis anos de idade, dentre as quais duas portadoras de necessidades especiais. Esta pesquisa visa demonstrar que ? poss?vel desenvolver com essas crian?as os conte?dos de Astronomia, enquanto elas participam do processo de letramento e inclus?o. Com isto, busca-se uma contribui??o te?rico-pr?tica para que os Par?metros Currriculares Nacionais incluam os referidos conte?dos no 1? ciclo do ensino fundamental. Para a realiza??o desta pesquisa foi inicialmente proposta uma Astronomia Vivencial. Posteriormente diversas oficinas foram realizadas (argila, rasgadura, papel crepon, massa de modelar, cartolina e gastro-l?nica). Todas as atividades propostas estavam baseadas na conjun??o de conte?dos, o que caracteriza a interdisciplinaridade. Atrav?s da abordagem que adotamos e das pr?ticas que propusemos, constatamos que tanto as crian?as ditas normais, como as portadoras de necessidades especiais, ao mesmo tempo em que se apropriaram do nosso c?digo de escrita, desenvolveram e incorporaram naturalmente uma rela??o cotidiana pr?xima com as coisas do c?u, aprenderam muitas informa??es sobre estas, al?m de constru?rem conte?dos atitudinais, procedimentais e conceituais