A integração da história e filosofia da ciência no ensino de física: uma análise por meio da revisão sistemática

Abstract

In this article, we conducted a systematic review carried out on the Periodical Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the aim of analyzing the methods and teaching resources used in the integration of History and Philosophy of Science in the teaching of Physics, especially in high school classes. We begin with a bibliographical survey, followed by a careful selection of scientific works, resulting in the systematic organization of the chosen materials. The guiding question was: What are the dynamics and what are the pedagogical practices adopted in the integration of History and Philosophy of Science into the Physics subject in the high school context? The general objective of this study is to analyze the scientific productions of the last ten years related to the impacts arising from the integration of History and Philosophy of Science (HFC), using systematic review as a methodology. To this end, the following specific objectives were established: identify support material to develop classes using HFC, analyze the situations experienced by teachers, analyze proposals and pedagogical practices. The detailed analysis of the articles revealed relevant conclusions from the authors, showing that the incorporation of History and Philosophy of Science in the teaching of Physics in high school can not only contribute to the development of students' critical thinking, but also stimulate more active participation in the classroom. of class. This is achieved through the use of a variety of teaching resources, emphasizing the importance of diverse pedagogical practices to strengthen the learning process in this area.