This work sought to compile the study “Reasons for Science Education: An Analysis with Physics Teachers from the Activity Theory”, by the authors Toti and Silva (2018), in order to re-examine the authors' conclusions and analyze the consequences of this application in a different regional context. In this context, this research aims to analyze the conceptions that guide the activities of teachers through the parameters generated by Leontiev's Activity Theory (1978). And for specific purposes, review the structures presented in the theoretical references of the studied articles, also synthesize a matrix that conducts the activities of alumni/professors/students participating in the Pedagogical Residency Program, investigated through the questionnaire generated by the theoretical references of the analyzed article and understand how to gives their reflection on teaching and learning, their training and pedagogical practices, based on their theoretical and practical knowledge. And with these objectives, it was intended to investigate the educator's work at an epistemological and ideological level to emphasize the connection between objective meanings and personal meanings, and between teaching-learning concepts in the construction of reasons for scientific education. The methodological approach used in this research is of an exploratory qualitative nature, using an organized questionnaire as a fundamental instrument for data collection, based on the objectives indicated for the analysis with open and closed questions, made available by the Google Forms search management application in which the questions are discussed bringing the parameters of the authors referenced in the article of content of categories comparable to Leontiev's Activity Theory (1978) based on the article by Toti and Silva (2018). Through data analysis, it was found that the subcategories: "Physics as an important element of culture" and "Studying Physics to exercise citizenship", converging with the objective meaning categories of Humanistic Nature and Political Nature, respectively, were mentioned only once by the participants, generating some concern for the researcher, knowing that Physics is little related to cultural and society elements. These results converge with the results found by Toti and Silva (2018), with regard to the teaching-learning process in Physics, it is concluded that there is still a need for the construction of effective reasons by the subjects for such a process. is indeed significant. Regarding teacher education, the importance of frequent discussions on relevant topics such as the Physical-Society-Politics relationship is highlighted, little mentioned in the participants' speeches, but essential for a critical-reflective teacher education.
|
