Abordagens da cinemática em livros didáticos do 1º ano do ensino médio

Abstract

The approaches to teaching kinematics concern the different strategies that can be used by students to problematize the reality they experience. The contextualization in general and in the form of problem solving, experimental activities, investigative activities and use of computational resources is presented as a didactic resource that meets the teaching of Physics. The objective of this study was to describe how kinematics is approached in textbooks for the 1st year of high school. The nature of the data and procedures used was qualitative. As for the general purpose, it was configured as exploratory research. The method that conducted the techniques and instrument of data collection was the bibliographic research. Four didactic works approved by the National Textbook Plan (PNLD) of 2018 were chosen. For the inferences of the data produced, the phenomenological interpretive analysis was used. It was found that the broad contextualization and the investigative activity present in the analyzed books serve the teaching of cinematic content, but the Physics teacher needs to feel challenged to optimize these teaching strategies, seeking to combine them with others that better suited to the context of teaching and learning content, having the textbook as a reference for study and work, remembering that teaching strategies are a means of achieving intentional teaching objectives.