Media, Science and Education: analysis of materials developed by physics teachers in initial training

Abstract

This work analyzes materials developed by physics teachers in initial training. The analyzed material comprises analyzes, made by the undergraduates, of media materials selected by them and plans of physics classes that they developed, involving the use of these selected and analyzed materials. The material was categorized into three interdependent axes: media, science and teaching and was analyzed using the discursive textual analysis methodology and based on theoretical foundations based on Freire's epistemology. Our analysis showed, among other results, that the undergraduate students developed critical analyzes of media materials and proposed physics lesson plans with contextualized approaches to science. However, the results also demonstrate obstacles to the proposition of activities that seek a critical and purposeful appropriation of the media in physics classes. These obstacles are interpreted as the result of tensions between the search to implement new educational perspectives and the concrete conditions in which the undergraduate students are inserted. Finally, it is argued that the confrontation of issues related to the media in the post-truth context should not take place through the control of what should or should not be published, but through an education committed to the problematization of the media, which seeks to provide conditions for citizens to deal critically with the media.