FORMAÇÃO E PRÁTICA PEDAGÓGICA: UMA PESQUISA SOBRE AS CONTRIBUIÇÕES DAS DISCIPLINAS DE FÍSICA EXPERIMENTAL PARA A PRÁTICA DOCENTE NA EDUCAÇÃO BÁSICA

• Autor(a) principal: Marques, Nelson Luiz Reyes
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/936
• topic: Práticas Experimentais; Ensino de Física; Saberes Docentes; Transposição Didática.; Experimental practices, Physics teaching, Teacher Knowledge, Didactic Transposition.; Ensino

This study is part of the line of research for Teacher Education in the Graduate Program in Science and Mathematics Teaching, at the Franciscan University. A consistent body of research shows that experimental practical classes have been part of the school curriculum since the 19th century presenting a wide variation in possible planning. Despite this fact, teachers are not very familiar with such activities, and when they are put into practice, results are extremely structured classes using guides similar to a cooking recipe. Therefore, this study aimed to investigate Physics` teaching practices, especially experimental practices adopted by high school Physics teachers and the contributions from the subjects of Experimental Physics in the Physics Undergraduate program for these practices. We aimed to assess the contributions from the subjects of Experimental Physics taught in the undergraduate program to build teacher knowledge for future professionals, analyzing, under the perspective of didactic transposition, whether teachers from the secondary school were trained to use experimental activities as mediators of knowledge (wise, teachable, and taught knowledge). We also aimed to identify the format in which these experimental activities are proposed by high school teachers. To achieve the aforementioned aims, a empirical and theoretical studies was developed supported by Tardif`s teacher knowledge theory and Chevallard`s transposition theory. In this perspective, we attempted to understand the relationships among the various instances and teacher knowledge by analyzing how experimental activities are used to carry out the didactic transposition of knowledge. This investigation uses a qualitative methodology based on a case study under the perspective of Stake and used the following sources to collect data: the analysis of the Educational Program Planning (EPP) from the universities in the state of Rio Grande do Sul which offer Physics` bachelor and teaching programs, online questionnaires answered by 65 teachers from various regions in Brazil and 16 interviews with teachers who had graduated from the universities which the EPPs were analyzed and who had not answered the questionnaire. Based on the data collection, it was possible to conclude that the application model is still used in the subjects of Experimental Physics in which knowing and doing are dissociated and treated separately, and the positivist creed is still present. We also came to the conclusion that there is no relationship between the experimental and pedagogical subjects, and experimental practices are used in the Didactic Transposition of the experimental method but not of the knowledge of Physics. We found that the teaching and learning processes in secondary schools are still traditional, centered on the teacher, based on course books, lists of exercises, and exams with testing features.