The Physics Teaching at the Rural Education: decolonizer, toolize and participative

Abstract

This paper presents a theoretical and practical discussion of the critical epistemological nature of physics - its history, nature and practice - under the bias of colonialism, from which the possible contributions of the teaching of this discipline in the context of the Rural Education are presented. The paper is divided into three parts: in the first is did the critique of the physics, its history, epistemology and teaching, which exposes traces of a counter-history of science and also the differentiation between formal logic and dialectical logic grounded on the Brazilian philosopher Álvaro Vieira Pinto, then the linguistic and reproductive nature of the teaching of Physics is highlighted. In the second part, it is thought that physics in the Rural Education its possible contributions in a teaching centered on the development of attitudinal practices, as well as in the need to integrate physics with other disciplines. Finally, a methodological approach applied to two under graduating classes of the Rural Education course - Natural Sciences is presented in a summarizing way.

Keywords

• Physics Teaching
• Rural Education
• Instrumentalization
• Decolonization
• Participation