AN ARTICULATION BETWEEN INVESTIGATIVE ACTIVITIES AND HISTORICAL-CRITICAL PEDAGOGY IN PHYSICS TEACHING THROUGH PHOTOGRAPHY

Abstract

This paper reports on the application of a physics teaching plan developed throughout this training course. This plan presents photography as the theme and object of study for physics teaching and, to guide it, we sought to establish a methodological articulation between investigative activities as a teaching tool and Historical-Critical Pedagogy (HCP). We sought to answer the following question: How can investigative activities be articulated with the HCP to promote an educational practice in science aimed at transforming students' social practices? To this end, we employed a qualitative descriptive methodology, using participant observation, field diaries and questionnaires for data collection. The analysis of the educational practice was based on class reports and dialogues between teachers and students and among students. The results indicate that the aforementioned teaching methodological articulation for the study of physics content linked to social practices related to photography contributed to the appropriation of scientific knowledge, to the development of a vision of science that considers it as a socio-historical construct and in relation to economic and political aspects, to guide the process of developing skills related to scientific literacy and for students to approach a cathartic apprehension of reality.