Ensino de física no ensino fundamental: um estudo da produção do conhecimento no Brasil de 2015 a 2024

Abstract

In this study, we analyzed the production of knowledge about Physics teaching in Elementary School in Brazil from 2015 to 2024. The theoretical framework was formed by authors who discuss Physics teaching in the perspective of Scientific Literacy, such as Sasseron (2015) and Sasseron and Carvalho (2008). This is a qualitative and exploratory research, a "State of Knowledge Study”. We consulted websites of scientific works that use Physics teaching, as well as the dissertation database of the National Professional Master's Program in Physics Teaching (MNPEF). For this analysis, we used the Thematic Categorical Content Analysis Technique, according to Bardin (1977). During preparation, we located eight works, four dissertations from the MNPEF and four scientific articles published in the electronic pages. Despite the lack of publications identified, the localized research reveal, in general way, efforts to break with the traditional teaching logic, prioritizing practices that value the active construction of knowledge by students. Some of the studies also highlight an explicit concern for critical and transformative construction in Physics teaching in Elementary School. Therefore, we emphasize the need to expand research that use and discuss this subject.