O ensino do desenvolvimento da Física no Brasil em aulas do ensino médio
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Data
2019-02-25
Autores
Pereira, Willian Henrique da Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nosso trabalho parte da necessidade de uma valorização da ciência que é desenvolvida em âmbito nacional. Em trabalhos anteriores, constatamos a subvalorização da produção científica da física nas coleções didáticas do Programa Nacional do Livro Didático (PNLD). Diante das constatações, defendemos que, uma possibilidade de valorização da ciência que é desenvolvida no Brasil é o ensino da física produzida em âmbito nacional em aulas do ensino médio. Perante isso, a presente pesquisa tem por objetivo investigar as potencialidades e delimitações para o ensino da física produzida no Brasil em aulas do ensino médio. Das possíveis questões que seriam relevantes responder, nos parece significativo e propomos para este estudo: 1) Como a produção científica da física, desenvolvida no Brasil, é apresentada/discutida pelos autores das coleções didáticas do PNLD (2018 – 2020)? 2) Qual a importância atribuída aos cientistas brasileiros, à física desenvolvida no Brasil e ao ensino desta por um grupo de professores que ensinam física? 3) Qual o conhecimento a respeito da física brasileira de um grupo de alunos do Ensino Médio? Qual a percepção que estes estudantes têm a respeito dessa temática? Optamos por uma pesquisa de abordagem qualitativa. Para responder à primeira questão foram analisados todos os livros didáticos das coleções que compõem o programa, para a segunda e terceira questões foram utilizados questionários, que foram respondidos por professores e alunos, respectivamente, da rede Estadual de ensino de São José do Rio Preto. Para a análise destes materiais foram utilizados pressupostos da Análise de Conteúdo Temática. Notamos que não só os autores das coleções utilizam os cientistas e instituições brasileiras de maneira coadjuvante, e com pouca relevância, como também os professores e alunos muito pouco conhecem a respeito estes cientistas e instituições. Porém, em ambos grupos de sujeitos aparece um interesse pela temática. Com estes resultados foi elaborada uma Unidade Didática Multiestratégica, compatível com a realidade escolar, que pode ser uma primeira ação concreta no ensino da Física Brasileira, articulando tópicos de Física moderna e física brasileira.
Our work starts from the need for a valorization of science that is developed at the national level. In previous works, we found the undervaluation of the scientific production of physics in the didactic collections of the National Program of Didactic Book (PNLD). In view of the findings, we argue that a value of science is developed in Brazil, the teaching of physics produced at the national level in high school classes. In view of this, the present research aims to investigate the potentialities and delimitations for the teaching of physics produced in Brazil in high school classes. From the possible questions that would be relevant, it seems significant and we propose for this study: 1) How is the scientific production of physics developed in Brazil presented / discussed by the authors of the didactic collections of the PNLD (2018-2020)? 2) What is the importance attributed to Brazilian scientists, physics developed in Brazil and the teaching of this by a group of teachers who teach physics? 3) What is the knowledge about the Brazilian physics of a group of high school students? What is the perception that these students have about this subject? We opted for qualitative research. In order to answer the first question, all the textbooks of the collections that make up the program were analyzed. For the second and third questions, questionnaires were used, which were answered by teachers and students, respectively, from the State of São José do Rio Preto. For the analysis of these materials, the thematic Content Analysis assumptions were used. We note that not only the authors of the collections use Brazilian scientists and institutions in a supportive way, but with little relevance, as well as teachers and students know very little about these scientists and institutions. However, in both groups of subjects an interest in the subject appears. With these results a Multistrategic Didactic Unit was elaborated, compatible with the school reality, that can be a concrete first action in the teaching of the Brazilian Physics, articulating topics of modern Physics and Brazilian physics
Our work starts from the need for a valorization of science that is developed at the national level. In previous works, we found the undervaluation of the scientific production of physics in the didactic collections of the National Program of Didactic Book (PNLD). In view of the findings, we argue that a value of science is developed in Brazil, the teaching of physics produced at the national level in high school classes. In view of this, the present research aims to investigate the potentialities and delimitations for the teaching of physics produced in Brazil in high school classes. From the possible questions that would be relevant, it seems significant and we propose for this study: 1) How is the scientific production of physics developed in Brazil presented / discussed by the authors of the didactic collections of the PNLD (2018-2020)? 2) What is the importance attributed to Brazilian scientists, physics developed in Brazil and the teaching of this by a group of teachers who teach physics? 3) What is the knowledge about the Brazilian physics of a group of high school students? What is the perception that these students have about this subject? We opted for qualitative research. In order to answer the first question, all the textbooks of the collections that make up the program were analyzed. For the second and third questions, questionnaires were used, which were answered by teachers and students, respectively, from the State of São José do Rio Preto. For the analysis of these materials, the thematic Content Analysis assumptions were used. We note that not only the authors of the collections use Brazilian scientists and institutions in a supportive way, but with little relevance, as well as teachers and students know very little about these scientists and institutions. However, in both groups of subjects an interest in the subject appears. With these results a Multistrategic Didactic Unit was elaborated, compatible with the school reality, that can be a concrete first action in the teaching of the Brazilian Physics, articulating topics of modern Physics and Brazilian physics
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Palavras-chave
Física brasileira, Cientistas brasileiros, Ensino médio, Brazilian pysics, Brazilian scientists, Highschool