Interdisciplinary actions in Physics Teaching: theoretical assumptions and literature review

• Autor(a) principal: Sestari, Fabiane Beatriz
• Data de Publicação: 2021
• Outros Autores: Garcia, Isabel Krey, Santarosa, Maria Cecília Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/67750

In view of the importance of the interdisciplinary theme in the educational context and its polysemic character, this study aimed to discuss some definitions on the theme, differentiating interdisciplinarity from other levels of disciplinary relationship. In addition to the theoretical contribution presented, we seek to answer the following question: How has Physics Education been articulated with other areas of knowledge, in proposing interdisciplinary actions or at other levels of disciplinary relations? To answer this focus question, we conducted a systematic literature review study adopting, as corpus of analysis, articles from sixteen national journals on Physics / Science Education, published between 2006 and 2018. We use thematic categorization according to Bardin (2011), and through exploration and transformation by standardization and equivalence the information was grouped into categories. In addition to the categories defined a priori, classifications emerged from this process regarding the approach, nature and objectives of the research organized in the categories: i ) works that included proposals for interdisciplinary activities with Physics without the use of specific methodologies; ii) works that included studies of a theoretical nature, legal assumptions about the theme, as well as conceptions that educators have about the theme; iii) works that contemplated proposals for teaching physics activities based on generating themes, thematic approach CTS, Study Situations and Interdisciplinary Islands of rationality; iv) works that presented Physics concepts in contextualized applications or as a tool for other areas of knowledge. Through the discussion of the results, the excessive and indiscriminate use of the term interdisciplinarity was evidenced as an attempt to contemplate the educational guidelines and the scarcity of works that present teaching proposals that integrate concepts of Physics with other areas of knowledge both scientific and technical in line with the characteristics highlighted by the theoretical framework used. It also stands out as a result of this review, the need for theoretical deepening to support the teaching practices carried out and for continued training that prioritizes reflection, dialogicity and collective planning, as well as the importance of taking interdisciplinarity as an open attitude towards the object of knowledge, incorporating the results of various disciplines.