The teaching politization for the coordination of a limited situation through didactic interventions in the giroux-cts perspective

Abstract

This article presents an analysis of the interventions performed with Physics Teachers in Initial Formation in the discipline entitled Practices of Physics Teaching. The actions carried out were based on a Giroux-STS perspective, whose objective was to overcome the traditional and reproductive nature attributed by the licenciandos to the teaching of Physics, characterized as a limit situation. The interventions discussed are anchored in the Three Pedagogical Moments. In this way, semi-structured interviews were carried out with students and university employees, with a specialist in renewable energy sources and two state deputies, for whom a demand letter was sent, requesting better conditions for society, regarding energy and educational point of view. The study was based on the participant research methodology and the data were analyzed via Discursive Textual Analysis (DTA), which gave rise to two final categories, entitled: "The Critical Scientific Training as a means to promote empowerment" and "The confrontation for the search of overcoming a limit situation: Potentialities of the Giroux-STS articulation". The analysis made it possible to conclude that the Giroux-CTS articulation has the potential to face a limit situation and allows for transformative teaching, thanks to the active and critical participation of students. However, some limitations restricted the formative process of undergraduate students, such as the lack of time to explore and analyze the formative development of students, who have a strong belief built, throughout school history, in a traditional and reproductive teaching bias.