A possible training path aimed at promoting Meaningful Learning in Physics in High School

Abstract

Recent public policies related to Secondary Education have defined a common national curriculum base as a reference for the development of curricula, as well as a new structure for this level of education, which should be organized in General Basic Education and Training Itineraries. It presents a critical look at these policies and discusses the need to promote meaningful learning of physics concepts, as a necessary alternative to mechanical learning. The research problem that motivated the authors was: how to obtain a training course in Physics for High School with a view to meaningful learning of physical concepts? The objective of this article is to present indications for the development of formative paths for the teaching of Physics in High School, in order to contribute to the implementation of the official curriculum in the context of schools and the classroom. This is a documentary research with qualitative and theoretical analysis using conceptual maps as a tool and the theory of meaningful learning as a theoretical basis. As a result, a theoretical proposition of a possible perspective for the formative path for High School Physics is presented.