Relatos de aulas de ótica no Ensino Médio: o quê eles nos revelam sobre a atuação do professor?DOI:10.5007/2175-7941.2011v28n2p297
Caderno Brasileiro de Ensino de Física
Recebido: agosto de 2010. Aceito: fevereiro de 2011. Corrêa Filho, J. A. e Pacca, J. L. A. 298 dialógicas professor-aluno; essas interações são capazes de realimentar o processo, desde que o professor esteja atento às ocorrências que revelam a construção do conhecimento dos alunos. Palavras-chave: Ensino de Física. Construtivismo na Sala de Aula. Planejamento Pedagógico. Formação Contínua de Professores. Abstract In this work, we present an analysis of Optics class reports of two High School
... two High School Physics teachers, participating in a training program for teachers in a teaching and learning constructivist line. The reports were analyzed to know the classroom acting of these teachers, from a pedagogical planning drawn up and the barriers found when students and their learning are focused. In this study, we can say that these teachers sought to draw paths in a constructivist line, with as few lines marked along the way to give voice to students and conduct experimental activities to explore the conceptual and theoretical content of Optics. Furthermore, we observed that these teachers' initial lesson plan is modified throughout the classes, when the dialogic teacher-student interactions occur; these interactions are able to refuel the process, provided that the teacher is attentive to occurrences which show the construction of students' knowledge.