O ensino da Física numa perspectiva interdisciplinar: Teoria e prática
Data
2016-12-15
Autores
Oliveira, Ana Maria Correa de
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Resumo
Esta pesquisa tem como objeto de estudo o ensino da física numa perspectiva interdisciplinar propondo uma reflexão sobre a prática docente e a concepção/visão do professor acerca do ensino da Física. Pensar em interdisciplinaridade exige desacomodação e comprometimento do conhecimento, uma vez que ela deve ir além da mera justaposição de disciplinas, ou seja, ser o eixo integrador das disciplinas nos diferentes saberes e nas diferentes áreas do conhecimento, possibilitando relacioná-las com a realidade do educando, minimizando assim os efeitos da compartimentalização. A prática interdisciplinar no ensino da física pressupõe mudança em toda a estruturação de educação, uma vez que ela substitui a concepção fragmentada, unitária do ser humano; vendo-o como energia ativa, ser complexo e único, que une e interage em sociedade, sentindo as interferências de outras culturas ou gerações. Com o pressuposto de que existem representações sociais dos atores envolvidos com a avaliação escolar e tomando como referencial teórico e metodológico a Teoria das Representações Sociais, iniciada por Serge Moscovici, buscou-se conhecer, através do discurso de quatro professores de física. Os resultados das análises indicam que os professores de Física entrevistados procuram articular sua prática com os desafios da atualidade e que se preocupam também em desenvolver uma ação docente de qualidade, entretanto admitem que tem dificuldade no ensino de física devido a falta de pré requisitos trazidos pelo alunos, mas procuram trabalhar em sala de aula de forma completa mobilizada principalmente pelas questões do cotidiano para que os alunos consigam entender.
This research aims to study the teaching of physics in an interdisciplinary perspective proposing a reflection on the teaching practice and the conception/vision of the teacher about the teaching of Physics. Thinking about interdisciplinarity requires disposition and commitment of knowledge, since it must go beyond the mere juxtaposition of disciplines, that is, be the integrating axis of the disciplines in the different knowledge and in the different areas of knowledge, making it possible to relate them to the reality of the student, this way minimizing the effects of compartmentalization. The interdisciplinary practice in the teaching of physics presupposes change in the whole structuring of education, since it replaces the fragmented, unitary conception of the human being; Seeing it as active energy, being complex and unique, uniting and interacting in society, sensing the interferences of other cultures or generations. With the assumption that there are social representations of the actors involved with the school evaluation and taking as theoretical and methodological referential the Theory of Social Representations, initiated by Serge Moscovici, was sought to know through the speech of four physics teachers. The results of the analyzes indicate that the physics teachers interviewed seek to articulate their practice with current challenges and also care about developing a quality teaching action, however they admit that they have difficulty teaching physics due to the lack of prerequisites brought by students, but seek to work in the classroom in a full mobilized way mainly by the daily questions so that the students can understand.
This research aims to study the teaching of physics in an interdisciplinary perspective proposing a reflection on the teaching practice and the conception/vision of the teacher about the teaching of Physics. Thinking about interdisciplinarity requires disposition and commitment of knowledge, since it must go beyond the mere juxtaposition of disciplines, that is, be the integrating axis of the disciplines in the different knowledge and in the different areas of knowledge, making it possible to relate them to the reality of the student, this way minimizing the effects of compartmentalization. The interdisciplinary practice in the teaching of physics presupposes change in the whole structuring of education, since it replaces the fragmented, unitary conception of the human being; Seeing it as active energy, being complex and unique, uniting and interacting in society, sensing the interferences of other cultures or generations. With the assumption that there are social representations of the actors involved with the school evaluation and taking as theoretical and methodological referential the Theory of Social Representations, initiated by Serge Moscovici, was sought to know through the speech of four physics teachers. The results of the analyzes indicate that the physics teachers interviewed seek to articulate their practice with current challenges and also care about developing a quality teaching action, however they admit that they have difficulty teaching physics due to the lack of prerequisites brought by students, but seek to work in the classroom in a full mobilized way mainly by the daily questions so that the students can understand.
Abstract
Descrição
Trabalho de Conclusão de Curso apresentado ao
Instituto Latino-Americano de Ciências da Vida e
da Natureza da Universidade Federal da
Integração Latino-Americana, como requisito
parcial à obtenção do título de Licenciada em
Ciências da Natureza – Biologia, Física e Química.
Orientadora: Prof.a Dr.a Catarina Costa Fernandes.
Palavras-chave
Ensino de Física, Interdisciplinariedade, Ação docente