Análise do conteúdo no currículo de física para ensino médio

• Ano de defesa: 2016
• Autor(a) principal: Ibanes, Sueli Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Física; Currículos; Ensino médio; Ensino; Conteúdo de física; Brasil.; Curriculum; Content; Physics Teaching; High school; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4392

This study presents a discussion on what physics content, for the first year of high school, teachers select to work with students. The approach to this issue was due to the necessity of understanding that the knowledge of Physics presented to students of high school are not simple objects of nature, or nature itself, but models developed by humans in order to explain it and understand it. In recent decades, with the expansion of public basic education offer, and consequently, a greater presence of people of the lower classes at school, there was a broadening of the debate on basic education in the country and what is intended in this stage of education in training people. Aiming at the understanding of this problem, the research was developed in two schools in the Regional Center of Maringá Education, a total of 24 classes, which are divided into three shifts, morning, afternoon and evening. These 24 groups were divided among eight teachers, and of these, only two have degree in physics in their initial training. He attempted to theoretical support for scholars who discuss the curriculum of Physics and official documents. It was used for data analysis qualitative method with document analysis, using analysis of Bardin content (2011). For data analysis, we categorize the information obtained, a feature that allowed to infer that the records analyzed indicate a selection of supported content for the textbook, it was also possible to see that there is a tendency to maintain the same content sequence already worked over the years.