Influences of class methodology on discourses about Physics class of high school students

• Autor(a) principal: da Silva, Dayvid Bruno Fernandes
• Data de Publicação: 2019
• Outros Autores: Bozelli, Fernanda Cátia
• 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/2175-7941.2019v36n3p599

In order to investigate the discourses about Physics class of high school students from a state school in São Paulo, focus groups were organized with first and third grade volunteer students from that same school. Data were recorded using audio recordings which were transcribed for analysis guided by notions of Orlandi's theory of French Discourse Analysis. The comprehension of the data provided different perspectives on the discourses about the Physics classes of the students who participated in the research and its relationships with the classroom methodologies. The analysis indicated discourses that raise the meaning of Physics classes that are affiliated with methodologies that prioritize the accumulation and memorization of content, equations and quantitative exercises. These are classes in which there is no stimulus to questions and debates; thus Physics is understood as an irrefutable scientific truth. Under these conditions, the main agent of the classes is the teacher and the subjectivities of the students are discredited, as well as the social, historical, political and cultural qualities of Physics itself. On the other hand, there are discourses of students who experienced Physics classes in which teachers employed methodologies that provide a more active participation of students, making them show greater interest in this subject.