A física ensinada e a cultura: uma análise relacional do conhecimento de física em escolas públicas de ensino médio

Abstract

This work has investigated the physics knowledge in its school version penetrating the complex space of the education process based on questions about the school knowledge, their characteristics, its relationship with culture and the scientific formation offered by the schools. The cultural perspective blunts as reference for the analysis of the multiples determiner/conditioning factors of the school education. The survey of data, on a sample of intentional character, that included 8 schools of the area of Great São Paulo, was developed in a first phase with visits to the schools in which observations exam of didactic materials and semi-structured interviews were accomplished with teachers, coordinators and directors. In a second phase, it was made a more meticulous survey in two selected schools, which allowed making a profound study in the analyzes concerning the school knowledge and their conditioning factors. They were lifted up information on: the school life: teaching plans; texts and didactic materials; tests and other assessment elements; pedagogic projects; library; relationship between the school and the community, etc. The methodology took into account objectives and subjective (the interviewees opinions) data as indications of affairs to be ascertained. In the analyzes two focuses were considered: the taught physics and the school determiners and the relationship between the school scientific formation and the culture. seeking an objective critic of the contemporary education. The results of this study revealed a school where in the physical discipline it is taught only the results, there are no significant references to the historical construction process of concepts and theories, the contents were separated from the group of problems and subjects that originated them, the understanding of the scientific rationality is not built. In the school orientations the regulative character prevails on the instructional, for an education of emotional and affectionate service over a possible intellectual education. In that school outline there is a low use level in the learning, the students do not appropriate basic conceptual contents, presenting deficiencies in the operative character and explicative turning distant the possibilities of accomplishment of readings of the Real and associations with other areas of the culture. The school discipline doesn't reach his function of propitiating accessibility to the scientific culture. or only very superficially would be accomplishing that paper