Formação de professores de física na educação profissional e tecnológica: o uso de jogos didáticos como ferramenta mediadora para a prática docente

Abstract

Research in the area of teacher training and science education has shown that the difficulty in learning scientific concepts in the classroom may be related to the way teachers develop content. Thus, didactic games and playful activities, if well explored, can function as fundamental mediating tools for the teaching-learning process, becoming one of the best alternatives to help in this context. The present work aims to introduce the didactic games as a complementary tool of the teachers formation, of the Physics curricular component, in a Professional and Technological Education institution, besides identifying possible relations of the didactic games construction process with the Teaching Knowledge. (TARDIF, 2014). The choice of the Physics Degree course of IFET Farroupilha - Campus of São Borja / RS was defined and, for the interventions with the application of the didactic games, a qualitative research was carried out, in the action research modality (GIL, 2002). , and we used the compulsory curricular component of Physics Teaching Practice (PeCC III - Practice as Curriculum Component III and PeCC VI - Practice as Curriculum Component VI), offered in the 1st semester and 2nd semester of 2018, respectively. Twenty-four undergraduates participated in the activities and data were collected through narratives obtained through questionnaires and semi-structured interviews that were later interpreted according to the Content Analysis (BARDIN, 2011). The effectiveness of the didactic games construction process was verified as a support tool for the teachers formation, since the use of the games brought a perspective of change of their own teaching practice, when compared to the models that were submitted in their academic trajectory. This proposal is grounded in the context of the transformation of information overload, often difficult to understand, into proactive and pleasurable learning, exploring not only communication, interpersonal relationships and teamwork skills, but mainly giving meaning to the contents of the curricular component of Physics. For this, didactic games were used in the initial formation of undergraduates in Physics, from the initial proposal to the application of the final version of the game, produced by each group, as mediators for a better understanding of the contents of Physics studied, showing the taste for their use in the classes in which the future teachers are inserted. Thus, it was found that the process of creating the didactic games encouraged the future teachers, in their professional context, to play a leading role in the authorship and appropriation of the didactic material they will use, besides providing a gain in the development of teachers' teaching knowledge in training, since the process of creating games requires collective thinking for their development. Experiential knowledge and knowledge of vocational training were highlighted through the first contact with the classes, while disciplinary knowledge and curricular knowledge were highlighted through the delimitation of the theme and the choice of questions for the creation of the appropriate didactic game for the series with which each of the groups was inserted.