Contributions of complex thinking to the teaching of Physics in Rural Education
The Physics teaching in Rural Education is a process permeated by dialectics, contradiction and complexity, standing between the local and the universal, the individual and the collective. The complexity can be perceived not only in the knowledge construction process and in the training of rural edu...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Norte do Tocantins
2024-12-01
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| Series: | Revista Brasileira de Educação do Campo |
| Subjects: | |
| Online Access: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/17265 |
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| Summary: | The Physics teaching in Rural Education is a process permeated by dialectics, contradiction and complexity, standing between the local and the universal, the individual and the collective. The complexity can be perceived not only in the knowledge construction process and in the training of rural educators, but also in the constitution of the Rural Education paradigm itself. Therefore, this work aimed to identify contributions of complex thinking to Physics teaching in Rural Education. For this, bibliographical research was carried out in national theses and dissertations covering research in the areas of Physics teaching and Rural Education carried out under complex thinking. Eighteen works were found in the Brazilian Digital Library of Theses and Dissertations. The works were submitted to Thematic Analysis, in which the convergent themes between Rural Education and Physics teaching were chosen as thematic nuclei, which enabled guiding discussions for the curriculum, teacher training and teaching practice. Two thematic cores emerged: (i) contextualization and (ii) inter and transdisciplinarity. From them, possibilities like Freirean thematic approach and the pedagogy of alternation were highlighted. |
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| ISSN: | 2525-4863 |