Interações discursivas em aulas de física do ensino médio para o ensino de energia : narrativas de um professor em formação

• Autor(a) principal: Almeida, Julio Cesar Souza
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/4796
• topic: Dialogic interactions; Use of videos; Interações dialógicas; Uso de vídeos; Ensino de Ciências e Matemática; Física - Estudo e ensino; Tecnologia educacional; Videoteipes na educação; 53

In search of trying to teach a more dialogical class, where students were not mere adjuncts, but to participate more effectively in the construction of their knowledge, I present a proposal for discussion of the energy theme in integrated manner, starting more general context where we identify all forms of energy who students have known, and then address more specific knowledge, identifying and analyzing each of the cited energy by them, and as those energies are transformed. The research proposal has been developed in a public high school in the state of Espírito Santo. The main objective was to narrate and analyze my own practice when trying to approach the energy theme, for the third grade students of high school, in a more dialogical dimension. The reflection is guided in the speech interactions established in the classroom with thirty-six students of the third grade in a high school. To approach the subject, I developed a didactic sequence that lasted eleven teaching hours and it was structured from the three educational moments described by Delizoicov, Angotti in Pernambuco (2002), using videos from youtube channel, for construction of the initial problem. I take on the narrative as this research methodology, since the whole “scientific story” developed as a result that was narrated by me, with a wealth of details, since all of them were recorded in HD format in audio and video. To analyze the discursive interactions used the tool proposed by Mortimer an Scott (2002). I investigated also the appropriation of students in relation to the energy theme and the same opinion about the education intervention. For my lack of experience in lessons based on dialogic interaction, I realized that in a few moments, in relation to the subject should be more feedback(F) or pursuance(P) in the speeches of the students to enhance of the interactivity and dialogue. With the respect to the sense produced by students about energy, how we use it, and the energy matrix of our country, often deployed to an interdisciplinary field. In this context, students could develop a critical opinion about the conscious use of energy.