The indicators of problematization and contextualization processes in a physics class

Abstract

This work aims to characterize the indicative elements of the contextualization and problematization processes in a class on the Laws of Inertia and Action and Reaction at the Science Club of UFPA, which is an informal internship space. Through the planning of the class, the report of its development, carried out with students from the 6th and 7th year of elementary school and from the written records of these students, elements that were present in pedagogical situations were identified that allowed characterizing the processes of problematization and contextualization during the application of a class in which the strategy of teaching science by research was used. It was observed that the behavior and dialogues of the students in the classroom presented contradictory arguments in the face of the proposed research situation. The relationships between the object of investigation and everyday situations were also used as indicators. Thus, from the initial problematization made by the teachers, the process of contextualization by the students was reached. We note the importance of the contribution of interventions to the teaching-learning process, during the mediations of the pedagogical processes, were more significant for encouraging and leading the student’s participation, and that knowledge is needed that goes beyond the content to be taught for the development of a contextualized teaching and the formation of the student as citizen and as a propagating agent of knowledge and information in accordance with the objectives of the National Curriculum Parameter (PCN) for elementary education Brazilian.