Dificuldade de aprendizagem em física e sua superação sob a perspectiva da teoria da subjetividade

Abstract

This paper presents the results of a study on learning difficulties in physics and their overcoming, with the theoretical framework based on González Rey's Theory of Subjectivity. Our goal was to understand how subjectivity is constituted in relation to the learning of high school students with learning difficulties in physics. Knowledge construction in this research was based on the principles of Qualitative Epistemology, with dialogue as a fundamental aspect of knowledge construction within the Constructive-Interpretative Methodology. Two high school students from the public school system in Pará, identified with learning difficulties in physics, were chosen as participants. A field study was conducted, from which information was gathered using instruments such as sentence completion, conversational dynamics, systematic observation, analysis of written instruments, among others. Throughout the research, practices were conducted based on the Teaching by Explanation and Model Contrast approach proposed by Pozo and Gómez Crespo, aiming to encourage participants' expression and the production of subjective meanings related to physics learning. We conducted a case study of the participants, using the constructed information as a basis for interpreting their productions, both in their operational and subjective dimensions. Using the theoretical category Subjective Configuration of the Learning Action, we constructed subjective configurations of learning difficulties and overcoming for both participants. These constructions align with the objective of this research. In both cases, we interpreted the production of meaningful elements that mobilize the overcoming of learning difficulties in physics for the participants. We also interpreted that these subjective meanings have the potential to promote the development of subjective resources related to overcoming difficulties in learning physics. We highlight the existence of processes at the origin of learning and the difficulty of learning physical knowledge, which, although expressed as aspects related to the operational dimension, are subjectively configured by the individual.