Ensino de física a partir da articulação Freire - CTS: lançando um olhar sobre as escolas do campo

• Ano de defesa: 2018
• Autor(a) principal: Dias, Franciele Franco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Ensino de física; Escolas do campo; Ensino médio; Articulação Freire-CTS; Physics teaching; Rural schools; High school; Freire-STS link; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/15116

This research has as its objective the investigation of theoretical and practical elements that may guide the organization of didactic-methodological strategies anchored within a linking of Freirean premises and the Science-Technology-Society (STS) Focus. The intent is to contribute to the teaching-learning process in Physics in Rural Schools. The following research question was posed: “What theoretical and practical elements may guide the organization of didactic-methodological strategies for Physics teaching in Rural schools by approaching Freire to STS?” In an attempt at answering the it, we conducted a qualitative study using the following instruments: bibliographic survey of the minutes of the main events in the Physics/Science education area; semistructured interviews with the principals and the Physics teachers from the two Rural schools in a municipality of the central region of Rio Grande do Sul State; an analysis of the Political-Pedagogical Projects of these schools; and a semistructured interview with the Advisor for Rural Schools of the Regional Education Coordination body that oversees them. Data analysis was performed using Content Analysis, through which we arrived at the following emerging dimensions: (1) Education in the Field or Education of the Field?, (ii) Didactic-methodological strategies for the teaching of Physics, and (iii) Challenges and possibilities for the teaching profession. The results demonstrate that the lack of initial and continuing education which provides support for a discussion and understanding of rural issues harms the Physics teaching-learning process in Rural schools. The curriculum in the researched schools does not appear to have been constructed based on issues related to the school’s context. Therefore, it became evident that continuing education guided by the Freire-STS link could contribute to the teaching-learning process of Physics and to the education of the subjects in the field.