Abordagens sobre práticas contextualizadas e problematizadas no ensino de física com foco na educação inclusiva em Tapauá-Amazonas

Abstract

The present study, developed within the scope of Exact and Natural Sciences Teaching and aligned with the Thematic Axis of Teaching and Learning Processes, aimed to analyze the conceptions and pedagogical practices of High School Physics teachers in Tapauá-AM, focusing on contextualized and problematizing approaches articulated with Inclusive Education. The investigation, of a qualitative and descriptive nature, adopted the case study method, using data triangulation obtained through questionnaires, interviews, and classroom observations with two teachers. The theoretical framework was anchored in Cynthia Duk's perspective on Inclusion, Paulo Freire's Pedagogy, and the principles of Universal Design for Learning (UDL). The results demonstrated that, although there is a correspondence between teacher conceptions and the pedagogical potential of the practices, their effectiveness is hampered by structural, curricular, and training barriers. It was found that contextualization practices, such as the use of the "boat engine" to discuss concepts of Force in the Amazonian reality, are used in an intuitive and non-systematic way, with the lack of specific training in UDL and institutional support being the main obstacles to full inclusion. It was concluded that the promotion of a truly inclusive practice in Physics teaching requires institutional support and consistent public policies, demanding a collective responsibility that goes beyond the individual effort of the teacher.