Ensino de Física Moderna no Ensino Médio: formação em foco

Abstract

The purpose of this study is to analyze the factors that prevent modern physic's content to be taught in high school. In this work were used articles and books that mention modern physics and the teacher training as a source of knowledge linked to the social and technological environment, the choice of teachers for the research was through of the performance in the 3rd year of high school in a public school in the city of Uruará. To learn more about the formation of the educator or researcher teacher, were used the curricula and menus of the courses of mathematics, biology, chemistry, and physics of Unifesspa and of the courses of math and natural sciences of UEPA. Teachers of the Melvin Jones public School who works with physical's discipline has mostly training in mathematics, since that of five professors 80% have training not directed to the specific discipline. When it comes to the work of mathematical in physic's discipline in the 3rd year of high school that is contained the subject of modern physics, it is observed an hourly charge insufficient to perform such a function, as when examining the mathematic's course of Unifesspa Could note that only has 136 hours of physical discipline in the curriculum and the minimum would be 160 hours to act out of discipline specific, and considering the lack of graduates in physics, biologist and the chemical would be one of the professionals who should minister the physics content in high school, if there was a reformulation of the curriculum as is the education ministry's proposal which announces that the disciplines have to be grouped by areas of knowledge, and in this case, naturals science. Biology that does not have physical workload in their curriculum become the modern physical education neglected, given the menu of course biology and chemistry do not have in their modern physics curriculum. It was observed that in fact the modern physics content are excluded from teaching practice in high school, and thus distancing students of technological and social life. It is suggested that the high school governing body make training courses in physics, more precisely in the content related to modern physics, as such matters are not included in the curriculum of teachers who are teaching in the third year of high school who have math graduation. The modern physics education is essential for a society that constantly coexists with technological advances, and therefore unite physics with other disciplines would reduce the number of classes in high school of general physics and modern physics, and thus would make impossible to integration of qualitatively content for students who need to understand what happens in their daily life and nature as a whole.