Elaboração de um material didático aplicado ao ensino de física para utilização do experimento virtual da dupla fenda

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Características epidemiológicas da frequência cardíaca de repouso: relação com a prática de atividade física estratificada por sexo e controlada por fatores de confusão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Efeito do tabagismo, atividade física e obesidade sobre os valores de proteína C reativa em adultos jovens de ambos os sexos: coorte de 12 meses

Pós-graduação em Fisioterapia - FCT

Física no futebol: objeto de aprendizagem gamificado para o ensino de física em mídias digitais por meio do esporte a partir do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Uso de experimentos, confeccionados com materiais alternativos, no processo de ensino e aprendizagem de Física: Lei de Hooke

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Interpretando reflexões de futuros professores de Física sobre sua prática profissional durante a formação inicial: a busca pela construção da autonomia docente

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Grupo de estudo/discussão como estratégia formadora de autonomia docente em professores de física

This work is intended to promote a reflection about the forms of work in groups for continuous training of teachers. Based on the hypothesis that the groups of study / discussion of specific topics in physics can have very effects significant and recommended by the literature, we based on the propositions of the educator José Contreras Domingo about autonomy of teachers and we does a report of an experience with group of continuing education in which they succeeded in developing the characteristics of autonomy of teachers in a job with physics teachers who participate in a group of study / discussion of topics of Modern and Contemporary Physics. In this way presents arguments relating the autonomy of teachers with the teacher continuing education and presents the report of a group of training teachers of physics who works along these lines.

Ação comunicativa na organização do primeiro encontro de ex-alunos de licenciatura em física

In this paper, we aim to understand the discourses of public school teachers who were former students of an Undergraduate Physics Education course, when they are perceived as actors speakers a public sphere concerned about teacher eduaction. So, we focused virtual dialogues occurred between these former students and a professor of the same course during the organization of the First Meeting of Ex-students inserted in an annual event called Meeting of the Teaching Practice in Physics of Ilha Solteira (ENPEFIS). Thus, we analyze these dialogues according to concepts of public sphere, communicative action and teachers as intellectuals according to elements of the content analysis of these virtual dialogues. Therefore, we envision in this work an important discussion for science teaching , since it reflects briefly on Physics Education committed to discussing science teaching in order to overcome the dogmatic and instrumental science education.

Análisis del proceso inclusivo del alumno ciego en clases de Física Moderna

This paper is aimed at understanding which the most important difficulties and alternatives to include students with visual impairments in physics classes. It presents and discusses the difficulties and viabilities of having a born blind student effectively attend Modern Physics classes. Using content analysis, this experiment identifies 6 functional classes that might correspond to difficulties and 4 which refer to the viabilities. Therefore, the importance of appropriate communicative environments, the including role of the interactivity element, as well as the need for destitution of segregation environments inside classroom, are emphasized.

Interações discursiva e o uso de analogias no ensino de física

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Abordagem experimental da força de atrito em aulas de Física do Ensino Médio

In this paper we propose and describe the performance of an experimental activity to address the concept of friction in High School Physics practical classes. We use a low-cost and simple construction device that enables the determination of the coefficient of static friction between two materials through three different procedures. The results were coherent, with small percentage deviation, which gives reliability to the activity and can stimulate discussions in class. The activity also allows greater contextualization of concepts that are usually discussed only theoretically, requiring a higher abstraction level of the students. This can stimulate discussions and greater interaction between teacher and students.

Física Moderna no Ensino Médio: um experimento para abordar o efeito fotoelétrico

Considering the importance of the inclusion of Modern and Contemporary Physics in the curriculum of Physics in High School, it is proposed in this work an experimental activity, made with low- cost materials, which presents the photoelectric effect. This activity can be used articulating this phenomenon with some technological applications experienced by the students in their daily lives. When working the experiment, the teacher can encourage students to investigate what happens during its execution and, through questions, get them to express their ideas in the previous attempt to explain its operation. This articulation linked to social interaction in the classroom can arouse the students’curiosity and motivation of students to learn the subject taught in classroom.

Um estudo sobre a intervenção com o professor de educação física para a inclusão educacional do aluno com deficiência visual

It was aimed to identify how the physical education teachers worked to include a student with visual impairment; intervene with the teacher from the identified necessities and assess the intervention. Data were collected in three stages: 1) Weekly monitoring and filming the classes, 2) intervention by the reflection of videos coming from the previous step and suggesting new actions, 3) development of filming for evaluating the intervention. Before the intervention, it was identified that the explanation of the activities happened collectively. It was held the physical help as the first form of instruction, the student with visual impairment participation occurred depending on the company of a classmate who held hands and did the activities together. Along the intervention it was reflected about the structure of the classes, the ways of explanation of the activities and the strategies and the resources to assure an enjoyable participation of students with visual impairments. The training of peer tutors was a strategy used. After the intervention it was identified in the classroom the assistance of the trained peer tutors; the maintenance of oral explanation and demonstration, though, the first way to explanation for the student with visual impairment started to be the oral tip.

O grupo de estudos e discussão como subsídio ao desenvolvimento de interações discursivas entre professores de física sobre a temática teoria da relatividade

Based on the assumption that the exchange of knowledge can support a process of self-organized interactions of the involved in the process, we present the results of a study about how happen the dialogue between physics teachers involved in a group of study of Modern and Contemporary Physics. With the support of the propositions of Bakhtin about the potential of the discourse and discursive interactions studies, we identified interesting regularities in how organize discussions among teachers, identifying a scheme that allows us to infer the effectiveness of the enforcement of this form of lead and mediate the discussions in groups of continuous formation of physics teachers to other topics, as well as adding arguments in defense of the groups of discussion as a strategy for continuing formation of teachers.

Intencionalidades detectadas no processo de elaboração e implementação de um projeto de formação inicial de professores de física

This article presents part of a PhD research that investigated what are the limiting factors to be overcome by an initial training program for teachers of physics in order to achieve the identity profile of your proposed course on Pedagogical Project Course (PPC). From the survey of the intended ideal, the actions taken by professors, coordinators and managers seeking its implementation were analyzed. Data were collected from official documents, field notes taken during meetings between professors and interviews with the subjects belonging to the faculty of the course. This is a research in action grounded in Habermas principles. For data analysis, we used analytical devices of discourse analysis, using the French perspective of Pêcheux. The outline presented here seeks to highlight the intentions identified through the analysis of discourses present in the texts, in the speech of different subjects involved and the actions undertaken by them during this process. What one can conclude is that the intentions of the involved professors are permeated of contractions, since in some aspects they intend to give the program teacher's an identity (licenciature) and in other ones they try to maintain the status quo, that means, a teachers program which a bachelor’s profile.