ANALYSIS OF THE KNOWLEDGE TO BE TAUGHT OF NEWTONIAN GRAVITATION IN THE PNLD – 2021 AND GREF TEXTBOOKS
The present study aimed to identify the didactic transposition of the Knowledge to be Taught of the concept of Newtonian gravitational force between the textbooks approved by the National Textbook and Materials Program (PNLD) of 2021 and the Physics textbook elaborated by the Group for the Reelabora...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/17638 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/17638 |
| Access Level: | acceso abierto |
| Palabra clave: | Enseñanza de la Física Fuerza Gravitacional Gravitación Universal Libros Didácticos Transposición Didáctica Ensino de Física Força Gravitacional Gravitação Universal Livros Didáticos Transposição Didática Physics Teaching Gravitational Force Universal Gravitation Textbooks Didactic Transposition |
| Sumario: | The present study aimed to identify the didactic transposition of the Knowledge to be Taught of the concept of Newtonian gravitational force between the textbooks approved by the National Textbook and Materials Program (PNLD) of 2021 and the Physics textbook elaborated by the Group for the Reelaboration of Physics Teaching (GREF). Therefore, some assumptions of the Didactic Transposition Theory were used, especially didactic constraints and epistemological vigilance. This analysis revealed that didactic constraints such as decontextualization, desyncretization, depersonalization, programmability and publicity of knowledge manifest during the transposition of this concept in the analyzed materials. Some of these constraints are related to post-newtonian additions, such as the concepts of gravitational field and relativistic principles, as well as the story of the apple. Other arise from omissions and simplifications, like equating gravitational force with weight or asserting that gravity is solely responsible for the orbit of celestial bodies. However, the authors of the GREF's book demonstrate a more active epistemological vigilance in certain aspects, such as highlighting that gravitational force is a type of centripetal force, unlike the authors of PNLD – 2021. This more active use helps to reduce didactic constraints, allowing a Knowledge to be Taught closer to Wise Knowledge. This serves as a warning to developers of educational materials that when transposing scientific knowledge, it is important to contextualize the historical, social, cultural, and epistemological aspects of knowledge, in order to ensure a less simplified Knowledge to be Taught and more connected to its origins. |
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