Senses of scientific culture that emerge from the relationship between physics and art: the process of implementing a didactic sequence in High School
This report shows the paths already taken in conducting a master's research aimed at investigating the senses of scientific culture that emerge throughout the process of implementation of a didactic sequence (DS) involving themes of art in the Renaissance and the programmatic content of physics for students of High School . The main motivations and inspirations for the elaboration of DS, from its idealization to its development, were some of my experiences as a graduate student and educator, who were taking body and structure from the bibliographical survey and studies. The data will be collected through audiovisual records of the classes held with MS students, as well as their productions throughout the process. Vygotsky's socio-historical perspective, which guided the teaching-learning approach adopted in the elaboration of the didactic sequence, will also guide the qualitative analysis of data. The latter will be aimed at apprehending the senses and the subjectivity of the participants through the stages of identification of pre-indicators, indicators and nuclei of meaning.