The beginning is different: proposals of activities for the teaching of electromagnetism for the final years of elementary school
The present work makes a study about inequality and its role in the teaching of teaching physics. To this end, we look at the students' different social contexts and seek to question how the school can promote the learning of scientific knowledge based on such diversity. Through the studies of Pierre Bourdieu, the theoretical framework, this work focuses on practices in the classroom that seek equity in teaching. Thus, a didactic sequence was built, with the objective of promoting activities that can subsidize electromagnetics classes in the final years to, starting from the challenges encountered in a socially diverse community, promote the teaching of contents committed to social justice.