Causas pelas quais os alunos reduzem o interesse pela f?sica na transi??o do ensino fundamental para o m?dio na perspectiva da supervis?o escolar de escolas particulares de Porto Alegre e regi?o metropolitana

• Ano de defesa: 2014
• Autor(a) principal: Cima, Rodrigo Cardoso
• Orientador(a): Rocha Filho, Jo?o Bernardes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontif?cia Universidade Cat?lica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica
• Departamento: Faculdade de F?ca
• País: BR
• Palavras-chave em Português: EDUCA??O; F?SICA - ENSINO M?DIO; F?SICA - ENSINO FUNDAMENTAL; SUPERVIS?O ESCOLAR
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3471

The research presented here aimed to understand the causes for which students reduce interest in physics in the transition from elementary school to high school, from the perspective of supervision of private schools in Porto Alegre and the metropolitan area. To make up the corpus, we developed a semi-structured interview and selected 17 private schools offering elementary and high school education, including several budget areas of Porto Alegre, and some cities in the metropolitan region. We chose to interview staff supervision because these professionals attribute an important role in the coordination of internal and external school policies, and the research that our group has realized this professional had not yet been heard. We consider, in this research, the proposals of Textual Discourse Analysis (MORAES; GALIAZZI, 2011) to analyze the responses of supervisors, and from them we elaborate the emerging categories. We start from the observation made by Rocha Filho, Borges and Basso (2009), and Rocha Filho (2011), that there is a reduction in students' interest in physics at the transition from elementary school to high school, which, however, was not accompanied by a study of the origins of this phenomenon. As a result, we identified differences in the supervisors responses between physical education from elementary to high school levels, indicating that the teaching of physics in the elementary level awakens the taste and interest of students in this subject, and the classes are held so that students feel comfortable to interact, ask questions and exchange information among themselves and with their teacher. Thus, the analysis of the responses suggests that the students go to high school with taste and interest in the discipline of physics. On the other hand, in the teaching of physics in high school occurs an attitudinal teaching change in pedagogical and methodological proposal aiming primarily the preparation for the university exam and ENEM. We understand that preparing students exclusively for these contests is not a suitable option for achieving a quality education, that aims to form autonomous citizens with a caring culture, but it is only a guarantee of greater chance of access the college graduation. Because of the pressure of exams the teachers of physics from high school face themselves coerced to present all the physics subjects in the high school or contained in textbooks or handouts books. These situations cause sickness and demotivation of teachers. Our analysis helped to confirm that the teaching of physics at high school is a disastrous scene, which begins in the teacher s attitude who does not generally provide interesting classes, through participatory activities for students to understand the concepts being developed. Classes are predominantly theoretical, expository, and without connections with the daily lives of students. Students have high interest in other aspects, such as electronic devices connected to the internet, and little interest in what the teacher has to offer them on these transmissive classes. All this contributes to the physics classes become tiring for teachers and unattractive to students.