Introduzindo a dimensão histórico-cultural da física na construção do conceito de movimento de um corpo através de um livro paradidático

Abstract

This research has the objective of analysing the contribution of a paradidatical book for the historical-cultural contextualization of the bodies movement concept. The reason for this review owes to the focus adopted by didatical book for this subject, which privileges the representation and comunication just as investigation and comprehension related aspects, treating superficially the aspects related to the historical-cultural contextualization. The nominated methodology was condensed into following the didatical intervention of a physics teatcher, helped by an Arts teatcher, on an 8th grade High School class with 33 students. Ten classes were realized, in which, in the first one a quiz was applied for setting up the multiple inteligences potential of the students and, in the second one, a pre-test was applied for gathering their main conceptions of the movement concept. In the next classes, there were many activities developed using didatical books and also paradidatical books, reflecting the verbal-linguistical inteligence potentialization. In the seventh and eighth classes the students mounted texts written based on the paradidatical book content; in the ninth it was applied a pos-test and in the tenth the teatcher made an interview with ten students. The analysis of the pre-test and pos-test found that there was a concept changing from Aristotle's to Galileo's vision of movement, having 79% of satisfying answers on the proposed itens. This way, we concluded that this paradidatical book has complemented the didatical one regarding to historical-cultural contextualization of the bodies movement concept.