A transposição didática o professor de física: caminhos para a compreensão conceitual e aprendizagem

Abstract

This work presents an analysis of didactic transposition performed by the Physics teachers of the Federal Institute of Piauí - Campus Teresina Central, based on semistructured interviews composed of a pre-established script, divided into three themes and the five rules of didactic transposition. The research was subsidized theoretichallymethodologically in Alves Filho (2000), André (1999), Astolfi (2006), Chevallard (1991), among others. The research arises from the questioning, can the didactic transposition of the Physics teacher provide an improvement in the academic performance of the students favoring them in the understanding of physical concepts? In order to answer this question, we interviewed physics teachers from the Federal Institute of Paul - Campus Teresina Central, with the objective of analyzing the use of didactic transposition in their teaching practice. It is noticed that the use of didactic transposition by teachers provides an improvement in the learning of Physics and this favors the understanding of the contents of Physics, characterizing itself as a necessary practice to all teachers of Physics that aim to promote learning.