Literature and Astronomy Education: Challenges, Trends, and Perspectives in Brazilian Education

Abstract

This article presents the results of a systematic review on the intersection between Literature and Astronomy Education in Brazil. In light of the challenges faced by science education—marked by gaps in scientific literacy and difficulties in contextualizing school content—this study seeks to understand how literature can contribute to making Astronomy teaching more meaningful and interdisciplinary. Based on a qualitative, exploratory, and descriptive approach, grounded in the PRISMA protocol, 38 academic publications were analyzed, identified from broad and relevant databases in the field. The data were processed using the IRaMuTeQ software through Descending Hierarchical Classification (DHC), which revealed four thematic categories: the use of science fiction, the integration of children's literature into teaching practices, the development of educational materials, and the role of Monteiro Lobato’s works in teaching astronomical concepts. The results show that, although promising, the articulation between Literature and Astronomy Education still faces methodological and training-related challenges. Notable among these are the lack of advanced research and continuous professional development initiatives. However, relevant trends are emerging, such as the growing use of literary texts as didactic resources, with special emphasis on the works of Monteiro Lobato. It is concluded that literature, by enabling the re-signification of concepts and the interdisciplinary construction of knowledge, represents fertile ground for future research in Astronomy Education.