The Classroom of Physics: Playfulness and Dialogue

Abstract

The Science Teaching, currently, is undergoing major transformations, mainly, the need for greater reflection by the teachers about their teaching practice and the pedagogic possibilities. The classroom became the focus of research, it is precisely for this space that educational act occurs; proceeds, is perpetuated in the current Brazilian model. Thus, exposure of knowledge in the classroom, through the establishment of ludic moments with, can assist in the process of teacher-student communication, and at the same time, internalize the student perceptions about their participation in the social environment through the use of themes that encourage dialogue and critical background of the student. In this work, from planning and implementation of a group of classes with elements involving the direct participation of students through the manipulation of objects, the construction of hypothetical statements with facts, creating moments of dialogue and conflict of ideas, if sought to understand the scope of this practice. The results show that the ludic action aids to integrate students, strengthening personal relationships, the creative process of social, also sees a field of opportunities to understand the emotional processes involved in learning, in addition, to stimulate the formation of critical the student about the society in which he lives. The theme explored, electric energy, through concepts of electricity, it also underscores the limits of playful practices, the Time. Educating is a process isolated from other social facts in which the student is involved. The collective construction needs time to their maturity, and, this time within the current structure of the school does not have privilege, and can easily cause damage when poorly planned and not observed to the intrinsic characteristics of knowledge involved and their actual physical demands, gave way to “fireworks” over a solid learning in physics. Finally, it is clear by the results obtained; the construction of spaces and playful moments in the classroom is a motivational act and, especially, a strategy that promotes learning and perception of the teacher as facilitator of the educational process.