A inserção da disciplina Filosofia no Ensino Médio e o Ensino de Física

• Ano de defesa: 2010
• Autor(a) principal: Lourenço, Márcio Tavares
• Orientador(a): Freire, Morgana Lígia de Farias
• Banca de defesa: Ferreira, Juliana Mesquita Hidalgo , Germano, Marcelo Gomes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Ciências e Matemática
• Departamento: Ensino de Física
• País: BR
• Palavras-chave em Português: Ensino de Física; Filosofia; Ensino Médio; Aprendizagem
• Palavras-chave em Inglês: Teaching of Physics; Philosophy; Learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1647

Our conjecture is that the reasoning that takes place in physics classes is not purely a mathematical description of reality, but it is guaranteed through a reflective thinking. One can see that the discipline of philosophy allows contemplating and reflecting on topics that are the history of humanity and contribute to their evolution. It is the implications of insertions of the discipline philosophy and contributions that we believe to provide content of physics that can be related to the discipline of philosophy. Considering the importance of inclusion, we aimed at to evaluate the design of Physics teachers, in Campina Grande, about this insertion, and to develop and evaluate a teaching sequence, through the construction of educational specific material, involving the theme strength. For this, at first we did the literature search. In the second stage we searched the opinions of teachers of physics regarding the inclusion of Philosophy in high school. In the third phase we sought to show the possibility of such interaction, with the implementation of a didactic sequence, where we report from the elaboration of didactic material that can guide teachers to these contributions, relevant and inseparable from these disciplines to the methodological procedure. The material although was simple, served with a "starting point". For this we had a multidisciplinary approach, with the disciplines of Philosophy and Physics. The second time we used as data collection a questionnaire with 22 physics teachers. It was found that most of them think it is important to enter the discipline of Philosophy in high school. In the third time we had the didactic sequence, proposed by Professor of Physics together with Professor of Philosophy. This was applied in a classroom with 29 students, second degree of high school in a public school. The base was guiding the learning theory of Ausubel. For such purpose, we used classroom-four hours giving a total of three hours of duration. The evaluation was performed, based on two steps: (1) participation of students with questions by the reflections from their contact with the material offered and (2) using a questionnaire with eight questions. Among the twenty-nine students, we conclude that only fourteen understood the evolution of the concept of force over time. Even so, this proposal was important for students to realize and understand how it was the emergence and development of the concept of force. By bringing together the disciplines of Physics and Philosophy in a single speech with a simple material, we hope to have developed in the students a critical view of science, particularly Physics. A view that can show that scientific thoughts change with time, that scientific theories are not definitive and irrevocable, that the insertion of the discipline of Philosophy is not only an increase of one more discipline, it can allow contributing to a more appropriate school, and be a discipline that can relating or making connections with other disciplines.