TEACHING EXPERIENCE AND SOCIAL REPRESENTATIONS OF STUDENTS IN THE SEARCH OF TEACHING PHYSICS AS A CULTURE
The present dissertation has as main objective the approach of Physics as culture, for that, an activity proposed in the classroom was analyzed, which aimed at the construction of a character whose job is a scientist and his daily activities over the course of a week. Such activity is the result of years of classroom experience, but also of the readings and discussions promoted by the disciplines throughout the postgraduate course and of group and individual meetings. They provided opportunities and enabled the design of the research and analysis of the data obtained. Based on content analysis and using the theory of social representations, we were able to draw four central points: conceptions about the scientist, conceptions about science and scientific practice, gender relations between scientists and scientists and the idealized time. Based on the discussions and reflections arising from the four themes raised, it is possible to outline some activities for students to rethink each of the points highlighted, in order to bring students closer to the construction of Physics and its nature.