Análise das transformações do conceito de energia segundo a termodinâmica nos livros de física do ensino médio

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: NASCIMENTO, Robson Raabi do lattes
Orientador(a): ANDRADE, Vladimir Lira Veras Xavier de
Banca de defesa: LIMA, Anna Paula de Avelar Brito, TENÓRIO, Alexandro Cardoso, MENEZES, Marcus Bessa de
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal Rural de Pernambuco
Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
Departamento: Departamento de Educação
País: Brasil
Palavras-chave em Português:
Área do conhecimento CNPq:
Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7448
Resumo: The Didactic Transposition describes the transformations through which a knowledge of the scientific community passes for the programs and textbooks. The conception of energy is important in contemporary society, so we use the question of research: how does the process of Didactic Transposition of the concept of energy of scientific knowledge for the national documents of curricular orientation and for textbooks of physics directed to high school Which were selected by PNLD 2015? We use the documentary analysis to verify how the energy was transposed from scholarly knowledge to the national documents of curricular orientation. Finding epistemological, methodological and training characteristics that we use to describe the concept of energy present in documents. We chose eight collections of textbooks that were selected by PNLD and distributed to public schools in Recife-PE. We performed several analyzes in the official documents and didactic books, among them the Statistical Analysis Implicative and of similarity. Based on the analyzes carried out, we find the structuring of essential character of the concept of energy. We have established the epistemological characteristics of the concept of energy in curricular documents and textbooks, finding an adequate distance from the knowledge to be taught of scholarly knowledge. We perceive the structuring aspect of the concept of energy for the teaching of physics, considered the most important concept of school physics. We have also seen three interactions for energy teaching in the books: Epistemological Interaction, Sociocultural Interaction and Interaction for School Scientific Practice.