Estratégias didáticas para o ensino de física: uma análise das tendências do MNPEF
Zavatini, Ricardo de Mendonça
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Difficulties and problems in Physics teaching in basic education, especially in high school, are certainly not a recent issue, being responsible for conducting numerous researches aimed at investigating its causes and consequences. Criticisms of the so-called traditional teaching methods have made many teachers feel the need to look for different strategies, which correspond to the students' expectations. For this, programs such as the Professional National Masters in Physics Teaching (MNPEF) - a national postgraduate program of a professional nature, aimed at teachers who teach Physics - aim to qualify most Basic Education teachers in terms of mastery of content and current teaching techniques for application in the classroom. Given the dimensions achieved by this policy, it is natural to seek to investigate the results arising from the actions of this program. In this paper, we present an analysis of dissertations and educational products from the poles of the Southeast region of the MNPEF, from institutional and thematic-based descriptors, with the general objective of identifying the main teaching strategies that have been used by teachers of Basic Education Physics and its alignment with the research area in Physics teaching. The research, of a qualitative nature and carried out from a documental analysis, was essentially exploratory. The results showed that, reflecting the national scenario, most of the authors of dissertations/educational products from the poles in the Southeast region of the MNPEF are male, as well as the advisors of these poles. The most explored Physics contents belong to Electromagnetism, whose teaching is considered complex. From the point of view of teaching strategies, the one that stands out most is Experimentation, always highlighted in the literature in the field of research in Physics Teaching.
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