A utilização de filmes comerciais na e para a formação inicial de professores de Física: um estudo de caso a partir do filme Radioactive (2019)
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Data
2023-02-28
Autores
Tavano, Lucas Henrique
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Universidade Estadual Paulista (Unesp)
Resumo
Apesar de publicações em Ensino de Ciências apontarem potencialidades da utilização de filmes no ensino, os mesmos ainda têm sido pouco explorados. A lacuna no campo da formação de professores é ainda maior. Em vista disso, este trabalho apresenta um estudo de caso que buscou investigar as contribuições do uso de filmes comerciais como recurso didático em um curso de formação inicial de professores, tanto em relação à apropriação de aspectos teóricos de tal uso, quanto a possibilidades formativas trazidas por uma atividade que visou explorar questões da História e Filosofia das Ciências (HFC) e das relações entre Ciência, Tecnologia e Sociedade (CTS), bem como o desenvolvimento de conteúdos conceituais, procedimentais e atitudinais. Para isso, foi elaborada e desenvolvida uma Sequência Didática (SD) em dois momentos de um curso de Licenciatura em Física de uma universidade pública, em duas disciplinas didático-pedagógicas, uma realizada de forma virtual e outra de forma presencial. A SD, construída em conjunto com a docente responsável por ambas as disciplinas, continha duas aulas de duas horas cada, no caso das virtuais, e duas aulas de quatro horas, no caso das presenciais. Nas duas turmas, a primeira aula abarcou aspectos teóricos da utilização de filmes e, a segunda, a discussão do filme Radioactive (2019), a partir de questões orientadoras de um relatório. O principal instrumento de constituição de dados foi um questionário misto enviado aos estudantes após as aulas, contendo questões fechadas, abertas e do tipo Likert, buscando avaliar a SD. Os participantes da pesquisa foram divididos em dois grupos: Grupo A e Grupo B. Os 31 participantes do Grupo A cursaram a disciplina de Metodologia e Prática de Ensino de Física II (segundo semestre do primeiro ano) de forma virtual, enquanto os sete participantes do Grupo B cursaram a disciplina de Metodologia e Prática de Ensino de Física V (primeiro semestre do terceiro ano) de forma presencial. As questões abertas do questionário foram analisadas com base na técnica qualiquantitativa do Discurso do Sujeito Coletivo (DSC), que visa investigar as Representações Sociais (RS) presentes em um grupo acerca de determinado tema. As análises apontaram que os participantes acreditam que a SD tenha contribuído para sua formação devido à adequação do recurso didático e ao papel fundamental das questões orientadoras do relatório e de sua discussão em sala, que serviram de guia para as interpretações e para o compartilhamento de diferentes perspectivas. Outra contribuição indicada foi a possibilidade de conhecer mais sobre a utilização do recurso e de participar da atividade na posição de aluno. Além disso, foi possível abordar, em certa medida, o conceito de radioatividade, aspectos da HFC e das relações CTS, como a concepção de Ciência, a questão das mulheres nas Ciências e implicações sociais do desenvolvimento científico, apesar da permanência de algumas concepções alternativas de Ciência. Constatou-se, também, o desenvolvimento de conteúdos procedimentais, como os relacionados à busca de informações e à análise, e de conteúdos atitudinais, ligados a valores como a ética e à própria forma de se utilizar os filmes no ensino.
Althout publications on Science Teaching pointing out the potential of using films in teaching, they have still been little explored. The gap in the field of teacher education is even greater. In view of this, this work presents a case study that sought to investigate the contributions of the use of commercial films as a didactic resource in an initial teacher training course, both in relation to the appropriation of theoretical aspects of such use, as well as the training possibilities brought about. for an activity that aimed to explore issues of the History and Philosophy of Science (HPS) and the relationship between Science, Technology and Society (STS), as well as the development of conceptual, procedural and attitudinal content. For this, a Didactic Sequence (DS) was elaborated and developed in two moments of a Physics Degree course at a public university, in two didactic-pedagogical disciplines, one carried out virtually and the other in person. The DS, built together with the teacher responsible for both disciplines, contained two classes of two hours each, in the case of the virtual ones, and two classes of four hours, in the case of the face-to-face ones. In both classes, the first class covered theoretical aspects of the use of films and, the second, the discussion of the film Radioactive (2019), based on guiding questions of a report. The main data constitution instrument was a mixed questionnaire sent to students after classes, containing closed, open and Likert-type questions, seeking to assess DS. The research participants were divided into two groups: Group A and Group B. The 31 participants in Group A attended the discipline of Methodology and Practice of Teaching Physics II (second semester of the first year) virtually, while the seven participants in the Group B attended the discipline of Methodology and Practice of Teaching Physics V (first semester of the third year) in person. The open questions of the questionnaire were analyzed based on the qualitative and quantitative technique of the Discourse of the Collective Subject (DCS), which aims to investigate the Social Representations (SR) present in a group about a certain topic. The analyzes indicated that the participants believe that the DS has contributed to their formation due to the adequacy of the didactic resource and the fundamental role of the guiding questions of the report and its discussion in the classroom, which served as a guide for the interpretations and for the sharing of different perspectives. Another contribution indicated was the possibility of learning more about the use of the resource and participating in the activity as a student. In addition, it was possible to address, to a certain extent, the concept of radioactivity, aspects of HFC and STS relationships, such as the conception of Science, the issue of women in Science and social implications of scientific development, despite the permanence of some alternative conceptions of Science. There was also the development of procedural content, such as those related to the search for information and analysis, and of attitudinal content, linked to values such as ethics and the very way of using films in teaching.
Althout publications on Science Teaching pointing out the potential of using films in teaching, they have still been little explored. The gap in the field of teacher education is even greater. In view of this, this work presents a case study that sought to investigate the contributions of the use of commercial films as a didactic resource in an initial teacher training course, both in relation to the appropriation of theoretical aspects of such use, as well as the training possibilities brought about. for an activity that aimed to explore issues of the History and Philosophy of Science (HPS) and the relationship between Science, Technology and Society (STS), as well as the development of conceptual, procedural and attitudinal content. For this, a Didactic Sequence (DS) was elaborated and developed in two moments of a Physics Degree course at a public university, in two didactic-pedagogical disciplines, one carried out virtually and the other in person. The DS, built together with the teacher responsible for both disciplines, contained two classes of two hours each, in the case of the virtual ones, and two classes of four hours, in the case of the face-to-face ones. In both classes, the first class covered theoretical aspects of the use of films and, the second, the discussion of the film Radioactive (2019), based on guiding questions of a report. The main data constitution instrument was a mixed questionnaire sent to students after classes, containing closed, open and Likert-type questions, seeking to assess DS. The research participants were divided into two groups: Group A and Group B. The 31 participants in Group A attended the discipline of Methodology and Practice of Teaching Physics II (second semester of the first year) virtually, while the seven participants in the Group B attended the discipline of Methodology and Practice of Teaching Physics V (first semester of the third year) in person. The open questions of the questionnaire were analyzed based on the qualitative and quantitative technique of the Discourse of the Collective Subject (DCS), which aims to investigate the Social Representations (SR) present in a group about a certain topic. The analyzes indicated that the participants believe that the DS has contributed to their formation due to the adequacy of the didactic resource and the fundamental role of the guiding questions of the report and its discussion in the classroom, which served as a guide for the interpretations and for the sharing of different perspectives. Another contribution indicated was the possibility of learning more about the use of the resource and participating in the activity as a student. In addition, it was possible to address, to a certain extent, the concept of radioactivity, aspects of HFC and STS relationships, such as the conception of Science, the issue of women in Science and social implications of scientific development, despite the permanence of some alternative conceptions of Science. There was also the development of procedural content, such as those related to the search for information and analysis, and of attitudinal content, linked to values such as ethics and the very way of using films in teaching.
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Palavras-chave
Filmes comerciais, Recurso didático, Formação inicial de professores de física, Discurso do sujeito coletivo, Commercial films, Didactic resource, Initial training of physics teachers, Collective subject discourse