Ensino de física na perspectiva dos três momentos pedagógicos : uma abordagem problematizadora

Abstract

Increasingly, there is a search for Natural Sciences teaching aimed at problematizing situations regarding the student’s context. From this perspective, it is important to demystify, for example, the idealization that the discipline of Physics only requires the application of formulas, leading to it being compared, many times, with Mathematics. Given this, the objective of this research was to present the contributions of the Three Pedagogical Moments, from the perspective of dialogic-problematizing education, in the study of the theme “Traffic” for the Physics teaching and learning process. The research problem that we sought to answer during the investigation was: “What are the contributions of the Three Pedagogical Moments, from the perspective of dialogicproblematizing education, in the study of the theme “Traffic” for the Physics teaching and learning process?” The theoretical foundation was based on references that discuss the Three Pedagogical Moments, dialogicalproblematizing education in the Teaching of Natural Sciences, as well as official documents, such as the National Common Curricular Base (BNCC) and the Curricular Reference Document for Mato Grosso (DRC-MT). The research methodology has a qualitative approach, of an applied nature and, in relation to the objectives, the research is exploratory, descriptive and explanatory and, regarding the procedures, it is classified as action and bibliographical research. Discursive Textual Analysis (DTA) was used to study and analyze the data. Regarding teaching methodology, the Three Pedagogical Moments were used (Initial Problematization, Organization of Knowledge and Application of Knowledge). In this context, an Educational Product was developed and applied as Pedagogical Support Material, called “Physics and traffic: a problematizing approach”, in the form of a Didactic Sequence and Student Booklet, in order to relate the teaching of Physics with the theme “Traffic” and enable the teaching and learning process to be more dynamic and close to the student’s context. After analyzing the results obtained through the application of the Pedagogical Support Material, it is considered that dialogic-problematizing education, involving the teaching dynamics of the Three Pedagogical Moments, made significant contributions to the process of teaching and learning Physics due to the theme “Traffic”. Considering the research carried out, it is highlighted that the problematizing teaching of Natural Sciences allowed the student a critical view of the world, in the search to understand and improve the context in which they live.