Conceitos de Física presentes no Código de Trânsito Brasileiro: uma análise dos elementos envolvidos e sua empregabilidade no Ensino Médio utilizando a abordagem CTS
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Data
2023-02-23
Autores
Franco, Thiago
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho é de natureza qualitativa e documental e foi baseado no levantamento de informações junto ao Código de Trânsito Brasileiro (CTB), que regula o trânsito automotivo cotidiano dos brasileiros e sua composição, buscando sua possível conexão com o ensino de Física através da Educação CTS (Ciência, Tecnologia e Sociedade). Nessa perspectiva, procurou-se evidenciar que as leis associadas à normatização relativa à circulação de veículos automotores têm em seu cerne, conceitos de Física em sua formulação. Com essa linha de pensamento busca-se correlacionar os conceitos físicos presentes no CTB, o Ensino de Física e Educação CTS, sinalizando um caminho possível para o aprendizado no campo da Física, visando assim demonstrar uma vertente promissora ao explicitar que mesmo implicitamente a Física influencia na elaboração das leis pelo poder legislativo, mais especificamente no que se refere ao CTB vigente. Ao se analisar atentamente a composição do CTB, mesmo este não destacando tacitamente conceitos de Física, observou-se a sua potencialidade como instrumento de estudo, análise e possível transposição para o ensino de Física. Nesse contexto, emergiu a seguinte questão de pesquisa: Quais conceitos de Física podem ser inferidos a partir da análise do conteúdo dos artigos do Código de Trânsito Brasileiro, visando uma abordagem pautada na Educação CTS no Ensino Médio? Para responder a essa questão, utilizou-se a técnica de Análise de Conteúdo, segundo os preceitos de Laurence Bardin. A análise dos artigos constantes no Código de Trânsito Brasileiro apontou a possibilidade de se abordar os seguintes conceitos de Física em sala de aula: Momento, Leis de Newton, movimento relativo, Movimento Uniformemente Variado (MUV), óptica, máquinas térmicas e efeito Doppler.
This work is of a qualitative and documental nature and was framed during the gathering of information about the daily automotive traffic of Brazilians and its composition, so that its possible connectivity with the teaching of Physics was sought through STS education. In this perspective, we tried to show that the laws associated with the regulation regarding the circulation of motor vehicles have Physics concepts at their core in their formulation. With this line of thought, linking traffic to teaching originates a profuse path for learning in the field of Physics, since it cons This work is of a qualitative and documental nature and was based on the collection of information from the Brazilian Traffic Code (BTC), which regulates the daily automotive traffic of Brazilians and its composition, so that a possible connection with the teaching of Physics through STS Education. In this perspective, we tried to show that the laws associated with the regulation regarding the circulation of motor vehicles have Physics concepts at their core in their formulation. With this line of thought, we seek to link physical concepts present in BTC, Physics Teaching and STS Education, signaling a possible path for learning in the field of Physics, since it constitutes a promising aspect by showing that even implicitly Physics influences the elaboration of laws by the legislature, more specifically with regard to the current BTC. By carefully analyzing the composition of the BTC, even if not tacitly highlighting Physics concepts, its potential as a study, analysis and possible transposition tool for Physics teaching was observed. In this context, the following research question emerged: What concepts of Physics can be inferred from the content analysis of the articles of the Brazilian Traffic Code, aiming at an approach based on STS Education in High School? To answer this question, the Content Analysis technique was used, according to the precepts of Laurence Bardin. The analysis of the articles in the Brazilian Traffic Code pointed to the possibility of approaching the following Physics concepts in the classroom: Momentum, Newton's Laws, relative motion, Uniformly Varied Motion (UVM), optics, thermal machines and Doppler effect.
This work is of a qualitative and documental nature and was framed during the gathering of information about the daily automotive traffic of Brazilians and its composition, so that its possible connectivity with the teaching of Physics was sought through STS education. In this perspective, we tried to show that the laws associated with the regulation regarding the circulation of motor vehicles have Physics concepts at their core in their formulation. With this line of thought, linking traffic to teaching originates a profuse path for learning in the field of Physics, since it cons This work is of a qualitative and documental nature and was based on the collection of information from the Brazilian Traffic Code (BTC), which regulates the daily automotive traffic of Brazilians and its composition, so that a possible connection with the teaching of Physics through STS Education. In this perspective, we tried to show that the laws associated with the regulation regarding the circulation of motor vehicles have Physics concepts at their core in their formulation. With this line of thought, we seek to link physical concepts present in BTC, Physics Teaching and STS Education, signaling a possible path for learning in the field of Physics, since it constitutes a promising aspect by showing that even implicitly Physics influences the elaboration of laws by the legislature, more specifically with regard to the current BTC. By carefully analyzing the composition of the BTC, even if not tacitly highlighting Physics concepts, its potential as a study, analysis and possible transposition tool for Physics teaching was observed. In this context, the following research question emerged: What concepts of Physics can be inferred from the content analysis of the articles of the Brazilian Traffic Code, aiming at an approach based on STS Education in High School? To answer this question, the Content Analysis technique was used, according to the precepts of Laurence Bardin. The analysis of the articles in the Brazilian Traffic Code pointed to the possibility of approaching the following Physics concepts in the classroom: Momentum, Newton's Laws, relative motion, Uniformly Varied Motion (UVM), optics, thermal machines and Doppler effect.
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Código de Trânsito Brasileiro, Ensino de Física, Educação CTS, Brazilian Traffic Code, Physics teaching, Education