Navegando por Autor "Jesus, Stefane Carvalho de"

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    Uma cartografia sobre práticas pedagógicas em aulas de física: do ensino mecânico ao cuidado de si.
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-07-27) Jesus, Stefane Carvalho de; Gomes, Danilo Olimpio; https://orcid.org/0000-0003-1883-4516; http://lattes.cnpq.br/7107392295236273; Silva, Jailson Costa da; https://orcid.org/0000-0001-5078-3603; http://lattes.cnpq.br/4481661071361187; Ricardo Batista do Carmo; http://lattes.cnpq.br/7934343562431842
    This research presents a possibility to face the challenges faced by physics teachers. The aim is to highlight lines of force that support methodological postures, paying attention to possible relationships between these lines and practices of mechanical teaching and teaching freedom. In addition, we point out discussions related to physics teachers regarding autonomy and care of the self, both Foucauldian concepts, and also about teaching freedom. To carry out this work, we appropriated the cartography method of Gilles Deleuze and Félix Guattari, which aims to draw lines of force that cross and are connected to the individual, arising from power relations. In this way, we conduct data production through semi-structured interviews with two physics teachers in the city of Piranhas-AL. The intention was to show characteristics that these professionals bring with them, such as the ways in which they deal with subjectivities or if they perceive that they are being subjectivized and fighting against some force. We question whether such positions affect their pedagogical practices, whether they can contribute to mechanical teaching practices, such as the question of autonomy and care of the self with which they relate to such postures and what paths are possible for the construction of a practice of resistance. What we could conclude is that such struggles generate well-defined positions in the face of physics knowledge and how to teach it. In addition, it is evident that there are several lines of force that support traditional forms of teaching, with urgent practices that provide, more and more, teaching freedom.