A prática de ensino de física no ensino médio e o conceito de proporcionalidade: conexão fundamental na construção e (re)construção de conhecimentos

• Ano de defesa: 2009
• Autor(a) principal: SILVA, Luís Carlos da
• Orientador(a): GUERRA, Renato Borges
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pará
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemáticas
• Departamento: Instituto de Educação Matemática e Científica
• País: Brasil
• Palavras-chave em Português: Física; Ensino médio; Professores; Prática de ensino
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA
• Link de acesso: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/2043

In this work we reflect on the difficulties of teachers and students about teaching and learning of physics in high school. Built on the Theory of Anthropological Didactic (TAD) Yves Chevallard, this dissertation aims to point the way for the construction of new (s) praxeology (s) to consider (re) connect / integrate the various contents of physics, especially the first year of high school, and those with mathematics, recalling in particular the concepts of proportionality, to assist in understanding the physical phenomena observed in everyday life. Through semistructured interviews with five (5) teachers who teach physics in secondary in Sao Miguel do Guama-Pa, we sought to understand what kind of relationship they establish between physics and the concepts of proportionality (and the rule of three with algebra) to establish connections with the physical phenomena. Through analysis of interviews revealed that the relationship between physics and mathematics, with the intention to understand the physical phenomena, is not a common practice in the teaching of physics teachers in high school.