O professor e os textos de divulgação científica: análise de uma sequência didática para o ensino da temática energia.

Abstract

Looking at the main normative references and Brazilian educational curricula, we see energy as a highlighted theme, having for each guideline a different thematic. To do so, we emphasize the relevance that this theme has in Education, especially for the Natural Sciences (NS) area, and mainly in Physics Teaching. This thematic, due to it’s plurality of ways and meanings, is present in every curricular component that holds the NS area. Starting from this theme and the academic experience of the researcher throughout his Physics classes, questions came out about teaching energy, as well as it’s strengths and weaknesses under the teacher’s point of view. We incorporated Scientific Dissemination Texts (SDT) as a didactic resource to teaching an often present thematic in the student’s routine. We understand that the SDT as a bridge between the scientific knowledge and the student, due to the characteristics that those articles show. For that, we elaborated in our work a Didactic Sequence (DS) inspired by the Teaching-Learning Sequence using SDT with the purpose of investigating the potentialities of this resource in the epistemic and pedagogical dimension related to the teaching of the energy theme, focusing on the Physics teacher that works in the first year of High School. In this research we used a qualitative analysis, titled Discursive Textual Analysis, along with the Didactic Rhombus. The empirical material was developed from a questionnaire answered by the teacher, as well as an interview. We present in the results certain epistemological and pedagogical characteristics pointed out in the Theoretical Framework constructed and which were visualized in the pedagogical practice of the teacher with the use of SDT in the teaching of the thematic energy. In the epistemic dimension, the teacher made relationships with Scientific Knowledge and the Material World, Articulation of Professional Teaching Knowledge and Scientific Knowledge and Historically Constructed Knowledge and transformations. In the pedagogical dimension, the relationships made were the elaboration of materials in the teaching-learning process, non-traditional didactic strategies, identification and overcoming difficulties, teacher-student interaction and affinity and pro-activity. We saw that these relationships had a direct impact on the activity and also on the teacher's professional teaching knowledge.