A mediação como processo de ensino aprendizagem entre pares na licenciatura em física da utfpr: aproximações entre thc e cts a partir dos pressupostos da epistemologia qualitativa.

Abstract

This research aimed to understand mediation as a teaching-learning process in the physics degree of UTFPR course with approximations between THC and CTS from the assumptions of qualitative epistemology. A case study was carried out a as a qualitative and exploratory research within the scope of the Elementary Physics I provided in the 1st period of degree in physics. The methodological procedure that considers the constructive-interpretative character of knowledge and the legitimacy of the singular defined the data collection instruments, which consisted of: survey questionnaire; field diary records during 07 practical mediation activities, and finally interviews with 10 students and the discipline's teacher. Data analysis started from the use of content analysis and it was observed as a result that mediation is fundamental not only in the teaching process of learning concepts, but also in the classroom relationships and interactions. The role of the teacher and the student along the knowledge trajectory runs through the learning interrelationships between spontaneous and scientific concepts. This is possible, since a commitment by educators occur in looking at the student's role as active in the knowledge process, that is, to consider their perceptions and the worldview during the learning process. Since only from his social learning situation can be establish the relationships with which is being taught in the classroom. In this way, mediation, in the context of educational practices, can allow interactions between at least two distinct cultural worlds: that of the student and the teacher, establishing important relationships for the collective construction of knowledge.