O gerador elétrico como proposta didática para o ensino de física : da formação continuada ao ensino contextualizado

Abstract

On the basis of interactions promoted by continuing education with physics teachers from the Arinos Valley, we investigated the potential of a didactic proposal focusing on the electric generator for teaching concepts of physics and mathematics in high school. Seeking to ensure the contextualization in the teaching-learning process, the work captures the reality of power generation in the country, social context of several of the students and teachers in the region, where non-governmental alternatives are applied to ensure electricity and comfort to many families. The research was motivated by the difficulty presented by teachers who teach the discipline of physics in working with concepts related to electricity and magnetism in context and meaning. From the perspective of qualitative research, through questionnaires and interviews, the profile of these teachers, was delineated in addition to analyzing the feasibility of the proposal. In the validation of the product with students, it was found that the experimental work can motivate the predisposition to learning. The results obtained confirm the importance of continuing teacher training and study methodologies that combine theory and practice in teaching physics and mathematics.