O movimento do conceito de colisão proposto no caderno pedagógico de física publicado pela secretaria de estado da educação de Santa Catarina
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Arquivos
Data
2014
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Schulter, Cléder
Orientador
Rosa, Josélia Euzébio da
Coorientador
Resumo
Diante dos problemas subjacentes ao processo de ensino e aprendizagem em Física, nos propomos refletir sobre o mesmo: estudar o Caderno Pedagógico de Física publicado pela Secretaria de Estado da Educação de Santa Catarina no ano de 2012. Assim, este constitui a fonte de dados, mais especificamente, a atividade intitulada Princípios de dinâmica e inércia. O problema central da pesquisa é: qual a lógica que fundamenta movimento conceitual proposto na atividade intitulada Princípios de dinâmica e inércia apresentada no Caderno Pedagógico de Física publicado pela Secretaria de Estado da Educação de Santa Catarina? Partimos da hipótese que a referida atividade proposta no já mencionado Caderno Pedagógico de Física não expressa os fundamentos teóricos e metodológicos da Teoria Histórico-Cultural, e que o movimento conceitual não se desenvolve a partir da lógica dialética, conforme seus autores anunciam, uma vez que a Teoria Histórico-Cultural, por meio de seus pressupostos, busca a formação de uma sociedade cujo objetivo não coincide com aqueles pretendidos pelo sistema econômico vigente. Nosso objetivo consistiu em analisar movimento conceitual segundo a lógica formal e a lógica dialética e, consequentemente, revelar qual destas lógicas fundamenta a atividade proposta pelo Caderno Pedagógico de Física. A metodologia utilizada privilegia a pesquisa qualitativa e foi desenvolvida por meio de um estudo documental. Os resultados da investigação revelam que o movimento conceitual proposto na atividade analisada está em consonância, em alguns aspectos, com as exigências lógico-formais do pensamento humano; em outros, contudo, está aquém destas. Deste modo, nossa hipótese foi confirmada, pois a atividade analisada não atende sequer aos pressupostos da lógica formal tradicional. Este distanciamento é ainda maior em relação à Teoria Histórico-Cultural, contrariando o que seus autores advogam.
Given the problems underlying the teaching and learning process in Physics, we propose a reflection on it: studying the Physics Pedagogical Book, published by the State Education Secretary of Santa Catarina in 2012. It is the source of data, more specifically the activity entitled Principles of dynamics and inertia. The central research problem is: which is the logics that underlies the process of elaboration of the concepts in the activity entitled Principles of dynamics and inertia found at the Physics Pedagogical Book published by the State Education Secretary of Santa Catarina? We hypothesized that the activity, in the terms proposed by Pedagogical Physics Books does not express the theoretical and methodological foundations of Historical-Cultural Theory, and the process of conceptual development does not follow from the dialectical logics as the authors announce, once the Historical-Cultural Theory, through their assumptions, seeks the formation of a society whose goal does not match those intended by the current economic system. Our goal was to analyze the process of elaboration of the concepts according to formal and dialectical logics and, therefore, revealing which of these logics grounds the activity proposed by the Physics Pedagogical Book. The methodology focuses on qualitative research and has been developed through a documentary study. Research results show that the process of conceptual development proposed in the activity analyzed is consistent, in some aspects, with the logical-formal requirements of human thought; in other cases, it falls short of these. Hence, our hypothesis was confirmed as the activity does not meet even the assumptions of traditional formal logics. Such a gap is even greater in relation to the Historical-Cultural Theory, contrary to what the authors advocate.
Given the problems underlying the teaching and learning process in Physics, we propose a reflection on it: studying the Physics Pedagogical Book, published by the State Education Secretary of Santa Catarina in 2012. It is the source of data, more specifically the activity entitled Principles of dynamics and inertia. The central research problem is: which is the logics that underlies the process of elaboration of the concepts in the activity entitled Principles of dynamics and inertia found at the Physics Pedagogical Book published by the State Education Secretary of Santa Catarina? We hypothesized that the activity, in the terms proposed by Pedagogical Physics Books does not express the theoretical and methodological foundations of Historical-Cultural Theory, and the process of conceptual development does not follow from the dialectical logics as the authors announce, once the Historical-Cultural Theory, through their assumptions, seeks the formation of a society whose goal does not match those intended by the current economic system. Our goal was to analyze the process of elaboration of the concepts according to formal and dialectical logics and, therefore, revealing which of these logics grounds the activity proposed by the Physics Pedagogical Book. The methodology focuses on qualitative research and has been developed through a documentary study. Research results show that the process of conceptual development proposed in the activity analyzed is consistent, in some aspects, with the logical-formal requirements of human thought; in other cases, it falls short of these. Hence, our hypothesis was confirmed as the activity does not meet even the assumptions of traditional formal logics. Such a gap is even greater in relation to the Historical-Cultural Theory, contrary to what the authors advocate.
Palavras-chave
Educação, Física - Estudo e ensino, Dinâmica