O ensino da Física e Arte: cenários para a enculturação científica dos(as) estudante.

Abstract

It is evident that there is still a lack of contextualization and innovation and approach to It is evident that there is still a lack of contextualization, innovation, and the approach of scientific culture in dealing with Physics content by teachers in basic education, without a better discussion or prior knowledge of students regarding what will be addressed in the classroom. For this reason, this study aims to explore didactic situations involving Physics curriculum content, correlating it with literature, through the use of an active methodology - flipped classroom - in high school education. To achieve this, I utilized bibliographic research and field research as the methodology for this study. The former was conducted through readings in books, articles, and thesis papers on the subject. The latter was carried out through field research conducted with high school students regularly enrolled at the EMTI Tabelião José Pinto Quezado basic education school. The eight students who participated in the research were from 1st and 2nd-year classes. The applications took place through pedagogical moments with the students in the school's computer room, and all of them participated in the classroom sessions with the application of the active flipped classroom methodology and answered the questions after these classes. It became clear that the teaching of Physics can provide not only a scientific but also an artistic treatment, utilizing not only excerpts from books but also movie scenes or even a painting. Thus, the research proceeded satisfactorily despite the reduced number of students.