Ressonância magnética no ensino de Física: Uma proposta de ensino problematizadora para a Educação de Jovens e Adultos

Abstract

Several research works on the teaching of physics in basic education, and in particular Youth and Adult Education (EJA), as a teaching modality, point to the difficulties of EJA students in understanding the subjects covered in physics and, mainly to relate them to the natural phenomena that occur in their daily lives. This perspective is associated with traditional pedagogical practices that reproduce in EJA the same practices of the so-called "regular education" and do not perceive the students of this type of education in its multiple dimensions. Most of the time, plans are drawn up that permeate the classes with narratives of the 'owner of knowledge', with the exposure of themes and filling their schedules with resolution of activities that have little, or almost nothing, to add to the education of the student. These activities should serve as support for the student to integrate with his participation in the process of formation and resolution of social problems, allowing the student to act directly and for the teacher to support him in the elaboration of hypotheses, making the classroom a space for dialogue. mutual, where those who are learning also learn to teach. In this context, the present work aims to explore the contents of Physics, more specifically on electromagnetism, approaching the topic of magnetic resonance, in a problematizing perspective focusing on the three pedagogical moments proposed by Delizoicov (2001) and Angotti (1990). The process will take place in three moments distributed as follows: initial problematization, which seeks to extract information about the student's initial knowledge, then, the organization of knowledge in which the content of Physics will be presented and, finally, the application of knowledge, that will verify the knowledge acquired by the student. In this way, we intend to offer the High School Physics teacher, more specifically for the 3rd year classes of Youth and Adult Education (EJA), a teaching proposal that has the student as the fundamental piece in the teaching and learning process, a teaching sequence that brings the student to the center of the citizen's formation process, allowing the teacher a classroom didactic that works with the student's daily life and experiences.

KeyWords: Electromagnetism; Magnetic Resonance; Teaching Sequence; EJA.