O ensino do som como fenômeno situado : o que contam professores de um Programa de Residência Pedagógica em Física

Abstract

The teaching of physics, especially sound education, has focused on the graphic and mathematical representation of sound, often failing to cover the totality of the sound phenomenon in its scientific, sociocultural and interdisciplinary aspects. Seeking to understand how teachers of the Pedagogical Residency understand sound and express their conceptions, we use as a research question: what do the teachers of the Pedagogical Residency Program of the Physics Area of an HEI in the state of Pernambuco tell about their experience with sound teaching in a high school? As a theoretical-methodological framework, we used a phenomenological approach to research, including in the methodological procedures observation of classes and meetings and interviews with two resident teachers. Field of phenomenological reflections, such as "situated phenomenon", "sound perception" and "sound education" guided the analysis of the results and the elaboration of new questions. Through ideographic and nomotetic analyses of discourses in the light of the question "what is this, sound teaching?" four interpretative categories were constituted: 1) the importance of planning for teaching practice; 2) the use of experiments, examples close to the students' lives and computational simulations in physics teaching; 3) in the face of professional inexperience, it is necessary to guide the preceptor; and 4) the perception of the sounds that surround us. As for this latter category, it is believed that perceiving sound as a phenomenon is a fundamental aspect for meaningful learning.