Resumo:
The present work proposed to investigate the elements of the Pedagogical Content
Knowledge (CPC), expressed in teaching materials on electricity and magnetism
produced by physics undergraduates, during a formative practice of elaboration of
teaching materials in the context of a subject dedicated to the practice of physics
teaching, in this case the topics of electricity and magnetism.We took the
Pedagogical Content Knowledge as the main element to be investigated in the
teaching materials produced by undergraduates during the formative practice. The
analysis was carried out seeking to identify in the materials produced by the
undergraduates elements that express subdomains of CPC. During the analysis of
the materials produced the elements identified were categorized and synthesized to
expose a broad view of the potentialities of the formative practice of elaboration of
didactic materials. As a result, we identified that the subdomains related to the
Physics teaching process and teaching strategies are widely consolidated by the
undergraduates and methodically expressed in the materials produced, the
subdomains related to the main difficulties faced by students and the subdomain
related to assessment were expressed with less representation in the materials,
possibly because the undergraduates are still in the process of training and do not
have teaching experience. Thus, we conclude that the formative activity of preparing
teaching materials by future teachers has several potentialities to build, expand and
consolidate the subdomains of pedagogical content knowledge in teaching electricity
and magnetism.
