As disciplinas de laboratório de física e o impacto na formação do futuro professor de física
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Data
2022-02-15
Autores
Lustosa, Luana Teodoro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Física é uma ciência teórico-prática e utiliza, para seu ensino, atividades experimentais no laboratório. Com a compartimentalização do conhecimento e sua especialização, o laboratório adquiriu, principalmente dentro dos espaços formativos, significado fortemente influenciado pela visão empírico-indutivista, o que contribui para uma visão deformada sobre a importância das aulas de laboratório, da experimentação para o aprendizado e da atividade do cientista. Ainda, em alguns casos, a prática experimental não é associada à produção de conhecimento e resume-se apenas a comprovação de uma teoria, reduzindo, assim, a visão de ciências e limitando a prática à reprodução de roteiros engessados, mesmo dentro das universidades. E isto é perpetuado para os futuros professores de Física. Nesse sentido, este trabalho buscou compreender por meio do discurso de alunos de um curso de Licenciatura em Física, como as disciplinas de Laboratório do ciclo básico de disciplinas, Laboratório I, II, III e IV foram desenvolvidas e como podem impactar a formação do futuro professor de FÍsica em relação a prática de atividades experimentais. A pesquisa de natureza qualiquantitativa foi desenvolvida com 15 estudantes de um Curso de Licenciatura em Física, no período de 2015 a 2021, que já realizaram ou estavam realizando as disciplinas de Laboratório I, II, III e IV. O instrumento utilizado para a constituição de dados foi o formulário eletrônico contendo perguntas abertas e fechadas. O método de análise de conteúdo foi utilizado para a análise e interpretação dos dados. Foi possível constatar que a maioria dos participantes não sofreu reprovações durante a realização das disciplinas, porém avaliam que, devido às práticas metodológicas escolhidas e aplicadas pelos docentes da disciplina, seu desenvolvimento foi prejudicado, principalmente por não haver discussões a respeito dos experimentos e relatórios entregues. Também foi possível constatar que os licenciandos se sentem preparados para atuar em um laboratório, porém não atribuem isso às aulas de laboratório que tiveram. Como uma forma de transpassar as barreiras existentes nas disciplinas de laboratório foi proposto que a quantidade de experimentos seja reduzida ou a carga horária da disciplina seja aumentada. Isso evidencia que as atuais estruturações das disciplinas e as atuais práticas não estão sendo efetivas para que a formação seja mais completa e realmente preparem o futuro professor de Física para a atuação em laboratórios de Física.
Physics is a theoretical-practical science and uses experimental activities in the laboratory for its teaching. With the compartmentalization of knowledge and its specialization, the laboratory acquired, mainly within the formative spaces, that is, strongly influenced by the empirical-inductivist view, which contributes to a distorted view of the importance of laboratory classes from experimentation to learning and scientist activity.Still, in some cases, the experimental practice is not associated with the production of knowledge and is just the proof of a theory, thus reducing the view of science and limiting the practice to the reproduction of restrict scripts, even within universities. And this is perpetuated for future Physics teachers.In that sense, this paper sought to bring, through the discourse of students of a degree course in physics, how the Laboratory disciplines of the basic cycle of disciplines, Laboratory I, II, III and IV impacted the formation of the future physics teacher. Using the electronic form as a method of data constitution, the questions to be answered and sent via email and message via WhatsApp were developed. A total of fifteen people responded to the form and were considered research participants. The content analysis method was used to analyze and interpret the data obtained through the form. It was possible to verify that the great majority of the participants did not suffer failures during the accomplishment of the disciplines, however they evaluate that, due to the chosen and applied methodological practices, their development was hampered, mainly because there are no discussions about the experiments and reports delivered. It was possible to verify that the vast majority of the participants feel prepared to work in a laboratory, but they do not attribute this to the laboratory classes they had. As a way of overcoming these barriers existing in laboratory disciplines, it was proposed that the number of experiments be reduced or the workload of the discipline increased. This shows that the current structuring of disciplines and current practices are not being effective so that the formation is more complete and really prepares the future physics teacher to work within the Physics laboratory.
Physics is a theoretical-practical science and uses experimental activities in the laboratory for its teaching. With the compartmentalization of knowledge and its specialization, the laboratory acquired, mainly within the formative spaces, that is, strongly influenced by the empirical-inductivist view, which contributes to a distorted view of the importance of laboratory classes from experimentation to learning and scientist activity.Still, in some cases, the experimental practice is not associated with the production of knowledge and is just the proof of a theory, thus reducing the view of science and limiting the practice to the reproduction of restrict scripts, even within universities. And this is perpetuated for future Physics teachers.In that sense, this paper sought to bring, through the discourse of students of a degree course in physics, how the Laboratory disciplines of the basic cycle of disciplines, Laboratory I, II, III and IV impacted the formation of the future physics teacher. Using the electronic form as a method of data constitution, the questions to be answered and sent via email and message via WhatsApp were developed. A total of fifteen people responded to the form and were considered research participants. The content analysis method was used to analyze and interpret the data obtained through the form. It was possible to verify that the great majority of the participants did not suffer failures during the accomplishment of the disciplines, however they evaluate that, due to the chosen and applied methodological practices, their development was hampered, mainly because there are no discussions about the experiments and reports delivered. It was possible to verify that the vast majority of the participants feel prepared to work in a laboratory, but they do not attribute this to the laboratory classes they had. As a way of overcoming these barriers existing in laboratory disciplines, it was proposed that the number of experiments be reduced or the workload of the discipline increased. This shows that the current structuring of disciplines and current practices are not being effective so that the formation is more complete and really prepares the future physics teacher to work within the Physics laboratory.
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Palavras-chave
Formação de professores, Laboratório de física, Ensino de física, Laboratory, Teacher education, Content analysis