O B-R-Ó-BRÓ no ensino de física

Abstract

The objective of this work is to guide teachers and students in promoting B-R-Ó-BRÓ as a theme for contextualized Physics teaching. It is based on the perspective of coexistence with the Brazilian Semi-Arid region (RESAB, 2006). Our teaching proposal is grounded in the Pedagogical Itinerary strategy of Reis and Pereira (2022), developed in three stages: Reality as a starting point: in which the group (teacher and students) will immerse themselves in and appropriate their local context, that is, their empirical reality; Communication of knowledge: where scientific treatment takes place, at the abstract level. At this stage, dialogue occurs between popular and scientific knowledge, giving rise to answers and new problems, with the purpose of re-signifying and expanding the participants’ context; Reinvention of reality: with an expanded vision of the context, now re-signified, new knowledge is reintegrated into practice for intervention and transformation of reality. The Pedagogical Itinerary will conclude with the production of pamphlets and/or other actions collectively defined. To support this process, this work provides supporting texts for teachers and students, which, through B-R-Ó-BRÓ, explore Physics concepts. These supporting texts may be used in the way teachers and students consider most appropriate. The idea is that teachers feel free to dialogue with other materials, with greater or lesser depth depending on the class or context, and that students are encouraged to research. Throughout the process, in addition to learning Physics content and addressing social, political, economic, and environmental issues, emphasis is placed on mutual respect, collaborative work, creativity, and engagement. Ultimately, the goal is to re-signify B-R-Ó-BRÓ within the perspective of coexistence with the Semi-Arid region.