Formação de professores de física e alfabetização científica: interações discursivas na elaboração de sequências didáticas

Abstract

In this research, Didactic Sequences developed by undergraduates in Physics and the discursive interactions established in the process of construction of these materials in reference to parameters of Scientific Literacy were analyzed. The investigation is based on the following research questions: What parameters of Scientific Literacy can be identified in Didactic Sequences developed together with Physics teachers? What implications can this process of developing these sequences have on the education of these teachers? In this perspective, the analysis of Didactic Sequences developed in a collaborative and argumentative way with Physics teachers, through Focus Groups, consolidates as a central objective of the research, in order to identify parameters of Scientific Literacy in reference to the sequences constituted , considering Habermas’ Theory of Communicative Action (2012) as an epistemological foundation for the proposal. Furthermore, it is proposed to analyze possible implications that the development process of these Didactic Sequences can bring to the education of these teachers. The investigation involves qualitative emphasis and the data presented were constituted in the middle of three meetings, characterized as a Focus Group, on the premises of the Federal Technological University of Paraná (UTFPR), within the discipline of Fluid Projects and Thermodynamics, in 2019. For constitution of the data, the Didactic Sequences proposed by the participants and, also, the discursive interactions, recorded in audio, in the process of construction of these materials were highlighted; for the analysis of the constituted data, assumptions of Content Analysis were distinguished. This analysis covers four categories based on the research corpus and in light of the established theoretical framework: Scientific Literacy Parameters identified in the process of joint development of Didactic Sequences; Physical concepts and Scientific Literacy; Scientific Method in Science classes; Argumentation as a reflexive practice in Physics Teaching. Approximations to scientific literacy parameters in the Didactic Sequences and expressions of intentions of the participants stand out. The emphasis given by the participants to the experiments and an idea of some scientific method is identified. It also highlights aspects of the teaching-learning process, in which the sequences of the participants and their intentions suggest an emphasis on the definition of the physical concept. Finally, it should be noted that the development of Didactic Sequences in a collaborative way in the process of initial teacher education can contribute to the development of practical rationality and, in turn, contribute to the formation of a reflective teacher.