O cinema e o ensino da Física: uma experiência sob olhar CTS

Abstract

This dissertation is an experience report on the use of films in physics classrooms. The assumption that guides the work, inspired by the CTS studies, use as search fields the College Geo-Duck, the private schools and the Instituto Federal de Alagoas Campus Palmeira dos Indios, the public school system, and aimed to verify the appropriation of content including physics, among the teaching strategies, classroom films. Were worked out, specifically, the contents of hydrostatic and gravity, from two films, "Titanic" (1997) and "Apollo 13" (1995). The experience received direct influence of two types of reading - one focused on discussion and validity of the approach (methodology and teaching), and another in a contextualized understanding of science and criticism, provided by authors from the field (CTS social studies of science and technology). We tried to, on the other hand, associated with the use of film in the classroom and content tied to a critical discussion of the place of science and technology in contemporary society. For the development of this process, it was important to perform some specific readings of authors who cross the CTS field, a movement originated in the United States and Europe at the end of 1960 and beginning of 1970, whose main characteristic is to reject, forcefully, science as a construct autonomous, disinterested and potentially good. In conclusion, it was that found the use of films in the teaching of physics, facilitates learning.