In-service teacher education on topics of Relativity at high school: implementers teacher knowledge
Autores: Jorge Luiz Nicolau Junior, Guilherme Brockington, Lucia Helena Sasseron
A presen�a de F�sica Moderna e Contempor�nea no Ensino M�dio �, sem d�vida, necess�ria. Os conceitos e rela��es advindas da Relatividade s�o algumas das maiores cria��es humanas e, al�m das diversas aplica��es tecnol�gicas associadas a ela, responde por uma concep��o de Universo radicalmente diferente �quela promovida pelos nossos sentidos. Neste trabalho apresentamos quais saberes docentes s�o mencionados ou considerados por implementadores de um curso de F�sica Moderna e Contempor�nea com base nos saberes apontados como necess�rios � boa conduta docente propostos por Carvalho e Gil-P�rez (2006). Dois professores de Ensino M�dio, atuantes na rede p�blica, atuaram como implementadores de uma proposta ministrando aulas sobre t�picos de Relatividade Restrita no curso mencionado; este, por sua vez, foi destinado a seus pares: professores tamb�m da rede p�blica. Tais implementadores participam de grupos de discuss�o engajados em temas e metodologias inovadoras para o ensino de ci�ncias. A presen�a dos saberes foi mapeada por meio de entrevistas gravadas em �udio, efetuadas ap�s as aulas.
The introduction of Modern and Contemporary Physics in High School is undoubtedly required. The concepts and relationships that come from Relativity are some of the greatest human creations and, in addition to technological applications associated with it, this theory brings about a conception of the Universe radically different from the one given by our senses. In this paper, we present what kinds of teachers� knowledge are mentioned, or taken into account by those who have implemented a course of Modern and Contemporary Physics, based on what Carvalho and Gil-P�rez (2006) suggested as necessary for improving teachers� practice. Two high school teachers, that work in the public school system acted as implementers of proposed teaching classes on topics of Relativity in the course above mentioned. This was, in turn, intended to their peers that were also teachers in other public schools. These implementers participated in discussion groups engaged in issues and innovative methodologies in Science Education. The presence of knowledge has been mapped by audio-recorded interviews, performed after their classes.
saberes docentes; relatividade; ensino m�dio; curr�culo inovador
teachers� knowledge; relativity; high school; innovative curriculum