Ensino de física por investigação a partir da produção acadêmica em periódicos A1 sob o contexto da Base Nacional Comum Curricular

Abstract

This study aims to investigate how Inquiry-Based Physics Teaching has been addressed in academic publications from journals classified as A1 in the CAPES WebQualis system, following the implementation of the National Common Curricular Base (BNCC) in 2018. The goal is to identify trends, methodological approaches, and contributions to teaching practice through a qualitative, exploratory, bibliographic study. The choice of this theme stems from the author’s academic, professional, and educational experiences with the topic. Based on the analysis, it was possible to outline thematic axes that reflect: the main physics topics and teaching approaches used in the publications aligned with the Inquiry-Based Teaching perspective; the geographical distribution of the authors engaged with this approach; and the presence of BNCC guidelines within the selected works. The study concludes that, although there are significant approximations between the analyzed articles and the principles of Inquiry-Based Teaching suggested by the BNCC, it is still necessary to strengthen the critical articulation between the official curricular guidelines and pedagogical practice in the classroom, particularly in teacher education, in order to better explore the potential of Inquiry-Based Physics Teaching in a more contextualized, reflective, and relevant way for contemporary basic education.