Eneagrama como recurso didático na formação de grupos: um estudo de caso para a experimentação no ensino de Física

• Ano de defesa: 2022
• Autor(a) principal: Mendes, Thales Cerqueira
• Orientador(a): Errobidart, Nádia Cristina Guimarães
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação de Grupos; Eneagrama; Experimentação; Ensino de Física
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/5008

Research in the field of Physics teaching points to some difficulties encountered by teachers when using the didactic laboratory. Among them, the high number of students per class and the need to comply with the content of the discipline exposed in the books, leaving experimentation in the background. In this research, an alternative is proposed to mitigate these effects when the possibility of using physical or virtual laboratories is possible, with a directed choice in the formation of groups. For this training, the enneagram test is proposed, which makes it possible to identify the type of personality (of nine possible types) and the center of intelligence (physical, mental or emotional) of a person. In this way, it is investigated how the formation of groups by the enneagram contributes to the experimentation in the teaching of Physics, with students of the 1st year of the Technical Course in Agriculture, integrated to High School, of the Senhor do Bonfim campus, of the Federal Institute of Education, Science and Tecnologia Baiano, during the 2020 school year. Two experimental (practical) activities were applied to two classes, where each class is the grouping of two others. The research approach was qualitative and quantitative, with a quasi-experimental method and predominantly a case study technique. The enneagram test was applied to the students, the results validated, with more uniformity between intelligence centers than between personality types. The study of the formation of groups to carry out the practices showed a significant difference between the groups formed by the enneagram (impositional) and those formed by the students (random). In the qualitative analysis of the discursive questions, in the reports of the practices, it was observed that groups formed by the enneagram made more theoretical-practical relationships and that, in the second practice, the physical concepts involved appeared more frequently. In the comparison of the notes of the reports of the experiments, the groups formed by the enneagram differed with notes that were higher. Regardless of the imposition of training, groups with members of the same personality types and intelligence centers had significantly higher scores. The individual analysis showed that the Physical and Mental intelligence centers are not different from each other, but have significantly higher scores in relation to the Emotional center.