PEREIRA, R. N.; http://lattes.cnpq.br/7741666423392536; PEREIRA, Rosa das Neves.
Résumé:
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.
