A história da física no processo de ensino aprendizagem: uma proposta para formação integral de estudantes do ensino médio em uma escola pública na cidade de Manaus

Abstract

Physics History is important for comprehending phenomena and everything else that through its studies was deemed possible to develop so that humanity could benefit from some of those scientific discoveries that are so little mentioned in this curricular component’s classes, though nevertheless it is a mandatory content for a truly scientific and theoretical knowledge upon Physics’ teaching-learning process. To contribute for a student’s integral formation in a way that excludes nonsense equations and bring about necessary knowledge for comprehensions that stimulate critical sense and a more human approach on a science guided by discoveries made by great men, making no sense in restricting it to something that should be taught in a mechanical way in mathematical formalism. This qualitative research developed in a dialectical approach seeks to unveil the scientific problem: How can Physics History affect the students’ integral formation? A general objective is to elaborate categories that point out how Physics History affect the students’ integral formation in the Physics Teaching-Learning process, for this purpose we carried out interviews with Chemistry, Physics and Biology teachers in a general way, then we narrowed down our focus on the Physics teachers and we yet dived in permissible ways through nonparticipant observation with two third-year high school classes from a public school in the city of Manaus, in which the interviewed teachers where active, allowing the development of participative activities utilizing short films on Physics History, so we could finalize this stage with the focal group, we emphasize that we performed it with classes with different shifts, one of them being the afternoon shift and the other being the morning shift, in order to achieve a benchmark. The results found here were analyzed according to the contents of Bardin (2016). The data indicate that a greater valuation is necessary on the part of the teachers as far as utilizing Physics History in the classroom goes, although the students show an urge in exploring the content and an interest in learning about it, it is possible to identify in our data the possibilities to develop abilities such as comprehension, interpretation and arguments elaboration on the origins of physical phenomena, as well as attitudinal ones such as respect towards teachers and colleagues, and science. Keywords: Physics History. Teaching-Learning. Integral Formation