Resumo

STRIEDER;, Roseline Beatriz; WATANABE-CARAMELLO;, Giselle  e  GEHLEN., Simoni Tormohlen. THEMATIC APPROACH IN SECONDARY EDUCATION: UNDERSTANDINGS OF PHYSICS TEACHERS. Ens. Pesqui. Educ. Ciênc. [online]. 2012, vol.14, n.2, pp.153-169. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172013140210.

In this article, we analyze the comprehensions of teachers about the Thematic Approach. A questionnaire was conducted with 13 Physics teachers from Secondary Education. It was explored the importance that teachers attach to the thematic work in classroom, the topics considered relevant and possible connections between the themes and physical concepts. The results lead to the understandings of teachers in three spheres that articulate the Thematic Ap proach to (i) problem resolution, (ii) discussions of Science - Technology - So ciety and (iii) the established curriculum in schools. It was found that teachers have an understanding of the possibilities of Thematic Approach in Secondary Education related to problem solving and to the possibility of discussions on the scientific and technological development, even on a not very critical way; also, they have clarity, within a simplified view, of content that can assist them in understanding a given theme. There is the need to problematize and deepen teachers' understandings about the approach to themes, in particular regarding to the role that the scientific themes and knowledges take in the school context.

Palavras-chave : Thematic approach; understandings of teachers; teaching physics..

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