Fanzines sobre meteorologia no ensino de Física contextualizado para a convivência com o Semiárido

Abstract

The Brazilian semiarid region encompasses a considerable portion of Brazil's territory and population. To overcome the stereotype of a place of drought and backwardness, social movements have been raising the banner of coexistence with the semiarid region since the 1990s, seeking a way of seeing and acting on this territory aimed at emancipation and sustainability. In this context, among science scholars, criticism of the decontextualized and traditional teaching of the physics curriculum has been recurrent. Based on these premises, the objective of this work was to develop, as an educational product, support material for contextualized physics teaching for coexistence with the semiarid region, based on a fanzine workshop. The theoretical framework is guided by the paradigm of contextualized education for coexistence with the semiarid region. The study addresses physical concepts suggested by students during the fanzine workshop, such as solar radiation, lightning, thunder, temperature, heat, wind speed and direction, as well as social topics such as the drought industry and life in the semiarid region. The teaching methodology was based on the Pedagogical Itinerary, organized into three stages: Reality as a Starting Point, Communication of Knowledge, and Reinvention of Reality. The work methodology was qualitative in nature, based on a case study of the application of the educational product to a class of 20 regular high school students at a state public school in Vila Nova do Piauí, Piauí. Data were collected through questionnaires (pre-test and post-test), documents (fanzines), and observation (with photographic records). The data were subjected to Content Analysis. The results demonstrated that the educational product's applicability in the Semiarid region is highly relevant. Because this is a reality intensely experienced by the local population, meteorology in physics education, contextualized to coexistence with the Semiarid region, offers an extremely relevant topic for teaching concepts related to physics. The proposed Pedagogical Itinerary could contribute to a Physics teaching that encourages coexistence with the Semiarid region, the problematization of reality, horizontal dialogue in the classroom and the search for a teaching-learning process committed to cultural, political, social and environmental issues.