O uso do cotidiano nas dissertações do programa de MNPEF voltadas para a educação de jovens e adultos

Abstract

This dissertation aims to analyze how the daily life of students in the Education of Young and Adults (EJA) teaching modality has been used in the classroom by Physics teachers, within the scope of the Professional National Masters in Physics Teaching (MNPEF). For this, we used the dissertations produced in this program as a data source, which aims to train teachers of Basic Education at Masters level in the domain of Physics content and current teaching techniques for application in the classroom and requires a product educational application in this environment. In a time frame from 2013 to 2019, we found 95 dissertations that related the daily lives of students and the teaching of Physics. With this sample, a mapping was made that sought to identify the original pole of the dissertations, the Physics content addressed, possible themes worked, the type of teaching, the type of institution where the educational product was applied and the teaching resources used in the construction of the proposals. Within this sample, we realized that the dissertations that were focused on EJA brought a strong connection with everyday life, especially in terms of its target audience. We decided, then, to focus on these productions, with the understanding that it would be a good analysis option, as established in the objective of the work. This choice provided us with a documental corpus with 8 dissertations for further analysis. First, the mapping of these 8 dissertations was carried out in the same way as that carried out with the 95 dissertations previously selected. The mapping carried out with the 95 dissertations showed that the works were mostly applied in public schools and in high school; that the most worked content of Physics was Modern and Contemporary Physics; that some works used themes in the teaching of Physics, with a great diversity of subjects and that, in the case of teaching resources, they used more than one resource in the application of the proposed work. Performing the same mapping for the 8 dissertations focused on EJA, we saw that all were applied in public schools; that the most discussed content was Electromagnetism; that only one work used themes in Physics Education and that they also used more than one resource in the application of the proposed work. The next step was to analyze how the daily life of students in the EJA teaching modality was being used by Physics teachers, within the scope of the MNPEF. For this, the categories established in the work of Pierson (1997) were used, in which the author performs an analysis of the works presented at the National Symposium on Physics Education (SNEF) in 1991, 1993 and 1995 in order to verify whether everyday life was part of the research carried out. Among the categories used in our analysis, it was possible to notice that the category aimed at the application/exemplification of physical knowledge from the daily lives of students was the one that most appeared in our results, while the category aimed at problematizing the daily lives of students in relation to physical knowledge was the least present. The analysis was performed from the selection and classification of excerpts present in these 8 dissertations, which, in our opinion, were the most representative of each of the analysis categories used in this work.