Repensando as situações de aprendizagem em física: proposta de duas sequências didáticas com abordagem CTSA para formação ética do cidadão / Gabriel Scoparo do Espirito Santo

• Ano de defesa: 2015
• Autor(a) principal: Espirito Santo, Gabriel Scoparo do [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Fisica; Ética; Educação e Estado; Didática; Física - Estudo e ensino; Physics
• Link de acesso: http://hdl.handle.net/11449/138396; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/07-04-2016/000860731.pdf

In this paper, we seek to contribute to the ethical education of students in physics classes of regular public schools of Sao Paulo state. The goal is to develop ethical reflection as a permanent part of civic education, for this, some learning situations contained in the physics notebooks of Sao Paulo state government (Sao Paulo Faz Escola) are rethought. The themes chosen were the production and consumption of electricity in the country, theme 4 of volume 1 notebook of the 3rd year of high school, and the origin of the universe, theme 4 of volume 2 notebook of the 1st year of high school to employ the concept of Science-Technology-Society-Environment (STSE) movement in physics teaching. The STSE movement advocates an integrated view of science with its social roots and environmental consequences. In this approach the focus is not on context less content learning, but the use of scientific knowledge in a particular technology or situation that allows an improvement or solving a problem, as well as the historical identification of science with the interests of society and with the available technologies, fighting the vision of a linear science and free of economic interests existing in society. Through this approach we intend to allow the discussion of ethical issues without the school content has to be stopped, making ethics effectively a cross-cutting issue, as requested by the Parametros Curriculares Nacionais (PCNs)