Relações com o saber e o ensino-aprendizagem da física: percepções dos estudantes da educação básica pela análise da matriz do estudante

Abstract

The teaching and learning of physics in Basic Education is increasingly attracting the attention of researchers who seek improvements in this area of education. This work presents the investigation and analysis of epistemic, personal and social relationships with knowledge, through the analytical tool Student Matrix presented by Arruda, Benício e Passos (2017) regarding the teaching, learning and content of physics, from the perspective of students of Basic Education of a State College, in the city of Londrina Paraná. A structured questionnaire was prepared and answered by these students in written form, with the proposal to investigate the relationship with the knowledge of physics. Students’ perceptions have demonstrated their knowledge, feelings and appreciation of teachers’ teaching, their own learning and teachers’ relationship to the content of physics and their profession. The analytical tool revealed the importance of students' perceptions, so that the understanding and ascension of the trajectory that leads them to advances in the fields of teaching and learning physics can occur, and it is also possible to establish profiles for each student or for a specific group of students through their manifestations regarding the aforementioned relationships.