História da ciência e ensino de física: uma relação dialógica possível.

Abstract

The complex composition of the knowledge process constitutes the core of this discursive booklet. The urgency of this analysis emerged from the readings of the process structure, interspersed with problems, of teaching and learning studied and practiced, yet, during our academic formation, in special, during the realization of Supervised Internships. A problem has consolidated between our teaching purposes of Electromagnetism based, mainly, in a History of Science approach, and the presentation of this by the didactic books adopted in the school where the internships were developed. The work aimed analyze the use of the History of Science in a Didactic Book about the Electromagnetism approach in the third series of High School of the Public Network of the city of São José de Piranhas - PB. Others factors contributed to a more lucid understanding of this problem. Thus, the way by the History of Science reference to Electromagnetism is being presented by part of the didactic book adopted in the school of realization of internships, it will the scope of the research. The bibliographic survey is a constituent to study on screen. After proposing discussions about the discursive realities of the book, such as teaching and learning in Physics and History of Science, we ponder the data, in a qualitative perspective, with basis in such discussions that, due to complexity of knowledge and problems that are present nowadays, new challenges are imposed on the teaching practice, being necessary, therefore, to analyze the confluences to this reality in the media of information and education of the subjects. Under these terms, the analysis revealed that in many respects, analyzed based on criteria and knowledge produced by specialists in the field, the Historical Approach to Electromagnetism of the book proved to be inadequate, being the content learning was impaired by it. The dialogue make with the authors points to the real need of approximation between this perspective and the Teaching of Sciences (Physics), in direction to a construction of a Critical awareness of subjects and, also, to allow justify the need for greater care as a treatment of issues related to the History of Science as to its insertion in the textbooks of Physics in High School.