Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatória

dc.creator	Maria Amélia Monteiro
dc.creator	Roberto Nardi
dc.creator	Jenner Barretto Bastos Filho
dc.date	2013-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:39Z
dc.date.available	2015-07-20T22:10:39Z
dc.identifier	1850-6666
dc.identifier	https://doaj.org/article/e3d15a4ad2d04bd78c147d362a55214d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13797
dc.description	Taking into consideration various argumentation perspectives, the introduction of Modern and ContemporaryPhysics at High School level has been defended by various researchers. In the present qualitative nature research, weheard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education,regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicativeand the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finishedtheir initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported bysome French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogicalaction, as well as teachers’ education research critical referential. The discourses interpretations evidenced that theseteachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumentalrationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects intheir classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroomphysics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice,as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.publisher	Universidad Nacional del Centro de la Provincia de Buenos Aires
dc.relation	http://reiec.sites.exa.unicen.edu.ar/
dc.relation	https://doaj.org/toc/1850-6666
dc.source	Revista Electrónica de Investigación en Educación en Ciencias , Vol 8, Iss 1, Pp 1-13 (2013)
dc.subject	Teachers’ Education
dc.subject	Modern and Contemporary Physics Teaching
dc.subject	Critical-Education Theory
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatória
dc.type	article