Ensino de física e aprendizagem cooperativa: perspectivas sobre a práxis docente no ensino médio.

Abstract

This research aimed to meet the contributions of the Cooperative learning methodology (AC) for the pedagogical practice of tutors of Physics in high school in a school in the municipality of Milágres-CE. Fetching from the same, contribute directly to the Organization of a research on the AC for the teaching of Physical discipline and indirectly with new methodological ways of approach of content in high school, with the premise that it can develop conditions for constructive learning of physical concepts and at the same time for the formation of a subject and social critic. Our theoretical basis is rooted in studies of the brothers Johnsons (1999), in the foundations of constructivist learning of Ausubel and the Delors pillars of education (2010). We take the following problematic as the genesis of the research: what are the contributions of the Cooperative learning methodology for the teaching of Physics in high school? Where the subject of our study group are five tutors of the discipline of physics and research place high school is Mrs. Antonia Lindalva de Morais. From the conceptions of the subjects surveyed we draw some criteria to evaluate the usefulness and contribution of this methodology in the promotion of conditions for the teaching and learning of physics content effectively and constructively, which move the mechanical. For this, it was done initially, a bibliographic survey about the AC and the physics teaching in the main Brazilian journals of physics teaching. Then the field study, which used data collection instrument a semi-structured questionnaire to meet the academic and professional profiles of teachers and, also, a semi-structured interview with the/to search participants to investigate the development of AC in their physics classes. The survey was conducted during the period from October 2016 to August 2017. The analyses of the results are based on the perspective of qualitative research, taking into account the teachers ' conceptions of the research participants. As result we find that academic work on AC in physics teaching is still very much in its infancy and needs to be discussed; The academic profile of the subject of the research is not different from what we see in most schools in Brazil, showing the lack of training in the field of physics; The school develops the methodology in accordance with the principles of the brothers Johnsons (1999) which is constructive, learning from the social interaction, developing competencies and individual and collective skills; The management and faculty has about AC formations; The subjects have the same concept of AC theory and apply in the same way; Converge as to your role as mediator of learning, and of pupil as Central and protagonist of this process; Point a few obstacles and disadvantages for your use in Physical lessons, but many contributions and advantages of AC for a quality education. Overall we found that the AC has much to contribute to the development of an effective and constructive physics education moving away from traditional Physical education and at the same time form the student for life in society since the AC works all the time with the cooperation, with the mutual help, anyway, various social skills.