Contribuição da educação estética para o ensino de física moderna e contemporânea

• Autor(a) principal: Gois, Eduardo
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://10.0.217.128:8080/jspui/handle/tede/788
• topic: Física - Estudo e ensino; Aprendizagem; Educação - Estudo e ensino; Metodologia; Physics - Study and teaching; Learning; Education - Study and teaching; Methodology; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA

Modern and Contemporaneous Physics aren‟t different from Classic Physics only by its name or by its meanings. The latter, for being a curricular component of significant importance, and for being a way to understand the world, has its effective approach during High School as a necessity. However, depriving the student from the first means not only stopping him from knowledge in a systematic form, but also deprive him from one of the intellectual revolutions that has been brought about by the new area of Physics. This finding fits into the line of research of educational and language processes for, as we worry about this matter in this case the little usage of Modern and Contemporaneous Physics in High School, as made clear by Sanches (2006) , new educational pedagogic strategies which promote the evolution in the educational process are searched for. In this perspective, the current educational legislation legitimizes the Modern and Contemporaneous Physics and will serve as a steppingstone in this discussion. Therefore, we look to, in a cultural context, propose Modern and Contemporaneous Physics as an artistic form, based on the Aesthetics Education, with contribution on Gennari‟s (1997) work. Aiming to investigate the perception of the students about the teaching and learning process when exposed to artistic methodologies. Therefore, the qualitative descriptive-interpretative research looks to promote, in a playful way, a method which provides the teaching of Modern and Contemporaneous Physics in High School, effectively, by the means of presentation of a play and the building of a comic book. The essence of Physics itself is not abandoned, and, because of that, Halliday and Walker (2012), among other references, grand scientific rigor to the theoretical basis of this dissertation, as well as in the planning of the classes. For the understanding of the data we use the reading of images and the phenomenology of perception. Last, the students show perceptions of Modern and Contemporaneous Physics in its historical state, in its philosophical state and in a few scientific demonstrations in a satisfactory way, meaning so that it is possible to realize this actual area of Physics through playful methodologies