Interações dialógicas em práticas investigativas na sala de aula : experiências de uma professora de física em (trans)formação

• Ano de defesa: 2014
• Autor(a) principal: Ellyan, Juliana Torres
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Ensino de Física; Centro de Ciências Exatas; UFES; Programa de Pós-Graduação em Ensino de Física
• Palavras-chave em Português: Physics teaching; Dialogic interactions; Investigative activities; Narrative; Ensino de física; Interações dialógicas; Atividades investigativas; Física - Estudo e ensino; Narrativa (Retórica); Professores de física; Ensino de Ciências e Matemática; 53
• Link de acesso: http://repositorio.ufes.br/handle/10/4790

The search for improvement in the Physics Concept teaching- learning process has been motivating the development of many researches in Brazil. One of the aspects highlighted is the important teacher's role as mediator of the Physics concept learning, stating the necessity of a formation that stimulates the reflexions on and about the teaching practice. Based on the methodological-theoretical referential adopted, which emphasizes the pertinence of the narrative as a method of investigation and as reflexive/formative process, I describe my formative process, clarifying the reflexions which have taken me to be aware of my mediator role in the Physics teaching in basic education. On this formation path, I realize the contributions from the investigative activities in Physics teaching, considering that they strength the dialogic interactions in the classroom, contributing to make the physic concept building process more meaningful. The pedagogic interventions happened in a private school in the city of Cachoeiro de Itapemirim and the registers of the activities were made through class recordings, audio recordings and the notes from the field journal. The analysis points to the importance of providing a diologic relation, which allows the active involvement of the students in the construction of physics concepts in the classroom. The conclusions restate a teaching conception that understands the education process as a result of the social interactions and highlights the importance of reflexion in the professional development of the teacher. Finally, they indicate the possibility of an upcoming study development, considering the depth of the discussions raised.