O funcionamento de uma cinebiografia para a mediação da natureza da ciência: um estudo na formação inicial de professores de física
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Data
2022-03-08
Autores
Pinheiro, Renato Medeiros
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A disciplina de Física ainda carrega o estigma de ser considerada difícil de modo que alguns alunos acabam por assumir postura de distanciamento e desinteresse. Em algum momento da jornada de um professor, pode surgir o questionamento do porquê alguns alunos tem maior disposição em aprender Física. Pensamos que algumas respostas podem ser encontradas nos aspectos da Natureza da Ciência, isto é, as condições sob as quais a ciência se desenvolve, os contextos e influências que determinam como é construída e suas reviravoltas, e não apenas uma apresentação do conhecimento pronto e acabado para o aluno. Consideramos importante que os futuros professores de física tenham esse conhecimento de Natureza da Ciência solidificado em sua formação, e que estejam dispostos a integrar em suas práticas em sala de aula para tentar ao máximo aproximar o conteúdo da realidade dos alunos. Pensando nisso, tivemos a ideia de utilizar um filme como forma de explorar esses aspectos, pois, segundo a literatura nacional, os filmes podem ser importantes aliados ao ensino, de forma a estimular o engajamento dos alunos e promover reflexões sobre esses conceitos. A partir dessas duas ideias, em nossa pesquisa buscamos responder a seguinte questão central: Como funciona uma cinebiografia, que aborda um conteúdo físico do século XX na mediação de elementos de Natureza da Ciência? Para tanto, realizamos uma intervenção didática com alunos de um curso de graduação em licenciatura em Física; exibimos a cinebiografia selecionada; e coletamos dados por meio de questionários. Para a análise dos dados, foi utilizado o aporte teórico da Análise de Conteúdo, a partir de produções de Laurence Bardin. Com nosso dispositivo analítico, tecemos inferência que nos levaram a concluir que o filme possui o potencial de ser usado para explorar elementos da NdC; os alunos participantes foram capazes de perceber esses elementos e como eles influenciam no desenvolvimento da ciência, porém sem ainda promover uma mudança de concepção e motivação a ser considerado como instrumento pedagógico em sala de aula.
The discipline of Physics still has the stigma of being considered difficult, therefore some students assume an attitude of distancing and disinterest with reference to it. At some time in a teacher’s journeywork, some questions may arise on why some students are inclined to learn Physics more than others. Some answers can be found in aspects of the ‘Nature of Science’, i.e., the conditions upon which science develops, contexts and influences which determine how it is built and its turnaround, and not only to present to the student some done and finished knowledge. It is important to consider that future Physics teachers have the ‘Nature of Science’ knowledge consolidated in their training, and also their willingness to incorporate it in their classroom practices in order to bring the content as much as possible closer to the reality of the students. Considering that, a film was used with the purpose to explore these aspects, and according to national literature, films can be important aids for teaching, in order to stimulate student engagement and encourage reflections on these concepts. Based on these two conceptions it is necessary to answer the following main question: How does a cinebiography work which makes reference to a physical content of the 20th century in the elements mediation of the ‘Nature of Science’? For this purpose, a didactic intervention with students of an undergraduate degree in Physics was performed; a selected biographical motion picture was showed, data through questionnaires was collected. The theorical contribution of Content Analysis was used for data analysis, based on Laurence Bardin productions. Inferences with our analytical device were made which led to conclude that the film has the potential to be used to explore elements of the ‘Nature of Science’, the participating students were able to perceive these elements and how they influence the development of science, however, without promoting a conception change and motivation to be considered as a pedagogical instrument in the classroom.
The discipline of Physics still has the stigma of being considered difficult, therefore some students assume an attitude of distancing and disinterest with reference to it. At some time in a teacher’s journeywork, some questions may arise on why some students are inclined to learn Physics more than others. Some answers can be found in aspects of the ‘Nature of Science’, i.e., the conditions upon which science develops, contexts and influences which determine how it is built and its turnaround, and not only to present to the student some done and finished knowledge. It is important to consider that future Physics teachers have the ‘Nature of Science’ knowledge consolidated in their training, and also their willingness to incorporate it in their classroom practices in order to bring the content as much as possible closer to the reality of the students. Considering that, a film was used with the purpose to explore these aspects, and according to national literature, films can be important aids for teaching, in order to stimulate student engagement and encourage reflections on these concepts. Based on these two conceptions it is necessary to answer the following main question: How does a cinebiography work which makes reference to a physical content of the 20th century in the elements mediation of the ‘Nature of Science’? For this purpose, a didactic intervention with students of an undergraduate degree in Physics was performed; a selected biographical motion picture was showed, data through questionnaires was collected. The theorical contribution of Content Analysis was used for data analysis, based on Laurence Bardin productions. Inferences with our analytical device were made which led to conclude that the film has the potential to be used to explore elements of the ‘Nature of Science’, the participating students were able to perceive these elements and how they influence the development of science, however, without promoting a conception change and motivation to be considered as a pedagogical instrument in the classroom.
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Palavras-chave
Dramas biográficos, Natureza da Ciência, Formação Inicial de Professores de Física, Ciência, Professores - Formação, Biographical dramas, Nature of Science, Physics teachers initial training