Professores de física da rede estadual de ensino e suas práticas pedagógicas em física moderna e contemporânea / Physics teachers and their pedagogial pratices in modern and contemporary physics

Abstract

One of the concerns of the Physics teaching area is the Modern and Contemporary Physics teaching (MCP) at secondary school (SS). The necessity of this subject matter incorporation at SS is even recommended in the Brazilian curriculum guidelines, both national and state ones. In this way, it is expected that this changes can reach the classroom, at Physics classes. In this paper, it is presented a research carried out with Physics teachers, in which it is aimed to understand if and how these teachers are approaching those contents in their classrooms. Data were built through Questionnaire (answered by 25 teachers) and semi structured interviews (with 5 teachers), all of them working in state schools. The theoretical approach is based on the concepts of School Culture (Forquin, 1993) and Didactic Transposition Theory (Chevallard, 1997). The results indicate that, despite of doubts and difficulties inherent to all educational innovation process, these teachers have taught these contents, and some of them with very well structured pedagogical proposals, reaching the didactic therapeutic.