O IMAGINÁRIO DE ESTUDANTES DE LICENCIATURA SOBRE EXERCÍCIOS EM AULAS DE FÍSICA

Abstract

The study presented here was conducted from the physics undergraduate students productions within a discipline in which the wording of open questions constituted a central aspect of teaching methodology. Also, articles involving different teaching strategies were utilized. The evaluations gave priority to the notion of authorship as it is understood in discourse analysis started in France by Michel Pechêux. Authorship generates repetition with three possibilities, empirical as in mnemonic exercise, formal technique to produce sentences, i.e. a grammar exercise, and historical as the one that enlists what is sad in the repeatable constitutive memory, know as discursive knowledge, or inter-discourse. This concept guided the readings of the undergraduate students productions, mainly the readings of answers to open-ended questions and an article written by them. This procedure gave rise to the following questions: how the classes based on exercises compose a model for physical lessons, in the imaginary of these students? How to overcome this model? Among the results of this study we highlight the finding of the relevance to seek to understand aspects of future teachers imaginary. We conclude that if, in their education, the teachers have only physics lessons based on exercises, hardly their imaginary will point to different direction.

http://dx.doi.org/10.14572/nuances.v22i23.1750