The dimension of teaching-learning in Physics teaching: interfaces with the choice of high school students

Abstract

The present work approaches the teaching-learning process and the bases of professional knowledge, focusing on the context of Teaching, specifically, in Physics teaching. By analyzing the students' perception of teaching Physics in Basic Education and its relationship with entering higher education, through field research, this study presents a reflection on the importance of thinking about the teaching-learning process in Basic Education, explaining the means that this teaching takes place, the difficulties (or not) encountered, as well as the influence of this process for entering higher education. The research is guided by a qualitative approach, configured to the survey research procedures, the collaborative participants were students of the Physics Degree course, from the State University of Southwest Bahia - UESB, from the Itapetinga-BA campus. As a result of the analysis, it became evident that the conception of the teaching-learning process that predominates in Physics classes, in Basic Education, is based on a traditional perspective, using only the didactic resource, the blackboard, the brush and the textbook, placing focusing on teacher action as an essential factor for learning. Thus, the tastes, affectivity, difficulties and learning in Physics classes, places the teacher as an influencer of the teaching-learning process, emphasizing the bases of professional knowledge as essential knowledge for the improvement of the teacher's action, and consequently, in the teaching of Physics.