CONTEXTOS CULTURAIS E CONHECIMENTO ESCOLAR: UM PERCURSO DE PESQUISA COM IMPLICAÇÕES PARA FORMAÇÃO DOCENTE

Abstract

It is an empirical and qualitative research, with the possible application teaching, which presents the results of an investigation into the notion of motion of bodies, performed with subjects from different cultural backgrounds - urban culture and indigenous culture - in Brazil. The study showed the existence of mental models as a source of interpretation in the construction of the real subject of the thought of both cultures. The theoretical framework is in line with psychogenetic studies and the theory of Organization Models of Thought. The main objective was to investigate the mental representations of the participants in understanding the motion and falling objects in everyday situations. It assumes that knowledge about the mechanics of motion of bodies assumes a genesis and evolution of mental models that organize thought. Data collection was through semi-structured interviews following the principles of Piaget's clinical method. The results contribute to training and teaching practice, as it provided information for the understanding of the processes involved in learning school teaching the concepts of physics, particularly the notion of specific gravity. The article inquires the school education and practice, making a critical reflection of the school's role in learning of classroom content and presenting implications for the learning of scientific knowledge. Also making a critical reflection of the school education role’s and consequently for teacher training.

http://dx.doi.org/10.14572/nuances.v19i20.983