Um estudo de caso das representações sociais de estudantes sobre o ensino de física.

Abstract

The teaching of Physics, even after more than a hundred years of history, remains strongly identified and focused on the transmission of information through lectures in a scientific-technical education, specialized in educational fragmentations, obstructing a closer acceptance of Physics by students. In this context it became necessary to broaden the discussion, so we chose the study of social representations theory, which seeks to identify the relationships and influences between scientific knowledge and common sense. It also inquires how knowledge is formed, remains, is transmitted, and changes in a society. Thus, we pursue the social representations of two groups of High School students; both from State Public Schools in Paraiba and Rio Grande do Norte. Initially we investigate the social representations of High School students about Physics as a curriculum component and about the teachers of the discipline. In a second step, we obtain the Social Representation of students who chose to attend Physics, investigating students who had entered the Licenciatura in Physics in the first half of 2012 in Centra de Educacao e Saude (CES) at the Universidade Federal de Campina Grande (UFCG), subsequently performing a comparison of Social Representations among High School students and students who chose to attend physics that come from the same school environment. Concerning Social Representations that High School students have, their speech and / or registration, they both got significant differences in social representations of students from the same school environment, social, political and economic contexts about Physics and science as a curriculum component and about their High School teachers. Teachers were prevalent in undergraduates studying Licenciatura in Physics's opinion. Keywords: Social Representations, Physics, High School.