Análise do conceito de força nos livros didáticos de física do ensino médio sob à luz de Bachelard

• Ano de defesa: 2018
• Autor(a) principal: Trintin, Renata da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Ensino de física; Força (mecânica); Formação inicial de professores - Ensino de química; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4654

The main objective of this research is to analyze how the epistemological profile of the concept of force has developed throughout the history of Physics and to verify which epistemological profile is represented in the didactic books of High School Physics. In addition, we will analyze the epistemological obstacles present in these books that hinder the advance of the understanding of the concept of force to a higher epistemological profile. The books were selected from the list of the National Program of Didactic Book (PNLD) of Physics (2018). As a theoretical reference we rely on primary and secondary references on the concept of force and the epistemological works of Gaston Bachelard. We find four profiles of the concept of force throughout the history of Physics: Realist, Empirist, Classic Rationalist, and Full Rationalist. In the textbooks we realize that the number of words that fit the Empirist profile is very small. Among the epistemological obstacles encountered, we highlight: Unitary and Pragmatic Knowledge, Substantialist and Animist. There is extensive use of metaphors that fall into the last two obstacles cited and results in high levels of the Realistic profile in all books