Uma análise sobre a utilização de problemas no ensino de física através de Temas Regionais (EFATR)
Fecha
2022-07-11Autor
http://lattes.cnpq.br/3042448427719452
FROTA, William Castro
Metadatos
Mostrar el registro completo del ítemResumen
The present work arises from the need to think about alternatives to incorporate the
changes required for the teaching of Physics in basic education from the
promulgation of the National Common Curricular Base (BNCC), the curricular
documents of each state and the new high school. Therefore, when analyzing the
methodological approach Teaching Physics through Regional Themes (EFATR),
which is a teaching proposal that bets on regional contextualization, interdisciplinarity
and citizen education (aspects that are taken into account in the BNCC) it is
observed- although it is perceived that problems play a significant role for didacticpedagogical
activities in the classroom, there is still no discussion about the role
played by problems in this methodology, nor what characteristics should be taken
into account by the teacher( a) when preparing them to work in the classroom. Based
on this, the present work aimed to identify structural elements of the "problem" in the
EFATR proposal and to present a set of problems with regionalized aspects of the
Amazon to be used in thematic classes of Physics in high school. For this, based on
a bibliographical research, a comparative analysis was carried out between the
characteristics of the EFATR and other teaching approaches that are situated
between the current trends in education, the Freirian Thematic Approach, Teaching
by Investigation and Problem-Based Learning. Then, taking into account this analysis
and what appears in the curriculum documents of the state of Pará, we propose
some characteristics that a problem used in EFATR must present. Finally, a set of
problems is presented around three regionalized themes: ultraviolet radiation,
atmospheric electrical discharges and vessels, which can be used by teachers in
order to assist them in the implementation of EFATR in the classroom. In view of this,
we hope that the discussions around the characteristics of the problems in EFATR
can help to foster theoretical and practical discussions around this methodology, in
addition to contributing to the effectiveness of the implementation of this proposal in
basic education.