Physics teaching in high school through the collective systematization of knowledge

Resumo

This article addresses a research-teaching focused on the pedagogical practices of teachers and the study practices of high school physics students having as its epistemological axis the concept of theory as an expression of practice. Its objective is to bring to reflection the Collective Systematization of Knowledge as an alternative for teaching and studying in this area of knowledge. The data were produced through the speeches and texts prepared by the students in the experience of four moments of the Collective Systematization of Knowledge methodological process, based on pre-established theoretical references with the research participants describing, analyzing, problematizing, discussing, explaining and understanding both their study practices and the pedagogical practices of high school physics teachers. The study shows that the deconstruction and reconstruction of teaching based on transmission-assimilation both in teacher practice and in student study practices can be modified if the Collective Systematization of Knowledge is carried out favoring the critical-reflective appropriation of contents inherent to Physics.