Visão e suas anomalias: uma abordagem dos três momentos pedagógicos para o ensino da óptica

Abstract

In schools, the study of optics is usually done prioritizing contents of geometric analysis of luminous phenomena in a technical language, pre-determined by didactic books and / or handouts. In this perspective, teaching does not address social aspects related to the day-to-day reality of the learner, necessary in their learning, and when most of the work is superficial and detached from the contemporary world. As contextualizing proposal, this research proposes the investigation of optics teaching in a problematic and thematic approach, inspired by the liberating pedagogy of Paulo Freire, using the methodological guidance of the Three Pedagogical Moments associated with Group Dynamics. The research is of a participative nature structured in the pedagogical moments (Initial Problematization, Organization of Knowledge and Application of Knowledge), having the theme "Vision and its anomalies" as a teaching approach of the concepts of optics, vision and its anomalies. The scientific concepts, as well as the study of visual deficiencies, are treated in the critical-social- reflexive field, raising social political aspects of coping with reality by the populations that are not treated with the lack of professional ophthalmologists and treatment in basic health units. The research was developed in the period of the school counter, with the participation of a group of 15 students from the first to the third year of high school and an educator of the school. As a result of the research the participants produce a letter of claim addressed to the state and municipal public bodies and managers.