Aspectos das tecnologias da informação e comunicação nos cursos de física das instituições brasileiras

Abstract

Teaching, especially physics, it has several difficulties before the search for the teachinglearning processes, and the construction of knowledge, requires forms of teaching in which learning is done in a significant way. In this context, one of the ways to help in the construction of knowledge within the classroom are the Information and Communication Technologies (ICTs). So, we see it as necessary to questioning the use of ICTs both in different areas of learning how, especially in physics and also teaching the context of integration and study of these tools in teacher education. In this sense, we investigated: How Physics courses of Brazilian universities address ICTs as a curricular component (DC)? In the investigation of this problem, we aim: Understanding what ICTs; Identify Brazilian physics undergraduate courses that bring ICT as a curriculum component; Analyze the menus on these ICT Physics courses; and understand the evolution of the use of ICTs in teaching physics. Theoretical and methodological basis, we tried to think, reflect and discuss how ICTs can and should assist in Physics Teaching, if reference is therefore a bibliographical research, in which the analysis corpus consisted of the curriculum political projects (PPCs) of physics courses of Brazilian universities that made up the RUF 2018. The results identified two categories: Equalities between and menus; 2 - The use of computers / software as the main tool of ICTs. As a research statement, pointing to a need for greater integration of curricular components in physics courses, in view of the need for better training in the use of ICTs both in teacher training and in use in schools, for better inclusion of these instruments within the classrooms, not forgetting the role of the teacher as a mediator between the technologies and the students in the search for meaningful construction of knowledge.