Contextualização no ensino de física durante uma formação inicial de professores: compreensão e intervenção

Abstract

This work assumes that contextualization is a polysemic word and must be understood from contexts. In these terms, contextualizing the teaching of Physics entails different understandings and possibilities. The need and relevance of contextualizing the teaching of Physics is present in official documents of basic education - high school, in textbooks, in works published in the Annals of the National Meeting of Research in Science Education (ENPEC), among others, and in the discourse and teaching practice. The guiding question of this research was: Is a formative intervention within undergraduates in Physics capable of discussing the possible conceptions of the contextualizing meaning of the teaching of Physics? Therefore, the aim was to analyze the contributions of a training proposal for the understanding of contextualization and in which perspectives it takes place in the teaching of Physics, by the undergraduate students course in Physics at IFG, Campus Jataí. It is a qualitative research, case study type, which uses data obtained through a semi-structured questionnaire, a collective discussion transcription, as well as the activities produced by the course students during the application of the training proposal. The training proposal and data analysis used the following contextualization perspectives: in interscience; Science history; in the relationship with the student's daily life; epistemological; post- problematization and as control of the other. No relevant differences were found between the students' conceptions who were starting or finishing the degree course in Physics, as students are not clear about the contextualization meaning. The following conceptions about contextualization in the teaching of Physics were identified, as a strategy, a method or even a tool that the teacher uses in the classroom in order to facilitate, stimulate, adapt and bring the content closer to the student's daily life, in addition to be able to imprint practicality, meaning and validation to the Physics content taught. Another relevant result was that, despite the didactic sequence having provided a study on perspectives and possibilities to contextualize beyond the student's daily life, the research subjects elaborated proposals for contextualized classes based on the teaching of Physics contextualization linked to the student's daily life of basic education.