Social sources of physics’ knowledge: an investigation with teachers graduated in biological sciences

• Autor(a) principal: Silva, Alexandre Leite dos Santos
• Data de Publicação: 2020
• Outros Autores: Lopes, Suzana Gomes, Takahashi, Eduardo Kojy
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/21311
• topic: Ensino de Física; Ensino de Ciências; Saberes docentes; Fontes de conhecimento; Ensino Fundamental; Enseñanza de Física; Enseñanza de Ciencias; Conocimiento docente; Fuentes del conocimiento; Educación primaria; Physics teaching; Science teaching; Teacher’s knowledge; Sources of knowledge; Middle Schools

This article aims to broaden the understanding of the training and knowledge of science teachers in relation to physical knowledge from the meanings attributed by them to their formative experiences and the identification of the social sources of their knowledge. For this, a narrative research was conducted with four science teachers of the Middle School from public schools in one city in Minas Gerais. The interpretation of the narratives indicates that science teachers participating in the research had access to a number of social sources for the construction of the physical knowledge used in their teaching practice, being indicated as more significant the secondary school, the continuing education, the “tools” of education, and the professional experience. The results indicate that there are weaknesses in the initial training in Biological Sciences courses for the physics teaching in the Middle School. However, the other social sources mentioned also have weaknesses. Therefore, this study points to the importance of the continuing education to overcome the lack of physics knowledge and the development of critical reflection of science teachers to act as social actors.