Many researchers point out that the educational experiences of students, learning about science, are beyond the school environment. These can occur through science museums, observatories, television, and other media. In parallel, there is a growing concern, in the academic, educational and political, on the inclusion of aspects of modern physics in high school. This research investigated which meanings are produced on aspects of modern physics in the context of a course of Physics Teaching Practice, when doing activities mediated by the use of scientific documentaries. To accomplish the data collection we use questionnaires, interviews and audiovisual recordings during the work done with students of the discipline with the aim of analyzing the discourses produced by them. The theoretical framework used for this research is on the analysis of discourse, especially in texts of Eni Orlandi published in Brazil. We seek to understand how certain discourse was formulated, taking into account the historicity of the wording and the amount of memory. The notion of discourse is understood as an effect of meaning between speakers. When we ask how such speech/writing was formulated we are referring to the conditions of production of the wording, with the characterization of these conditions as not only the immediate and own discursive situations in which selected speeches. We must admit that, apart from the immediate, the language implies production conditions sociohistorical, and also consider that, in addition to material conditions, all understanding of a discourse presupposes the existence of imaginary conditions.

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The production of meanings about aspects of modern physics in undergraduate physics students mediated by scientific documentaries
The case of the chauvet cave

Aldo Gomes Pereira   Instituto Federal de Educação Ciência e Tecnologia, Brazil

Pereira Monteiro de Almeida   Universidade Estadual de Campinas

Many researchers point out that the educational experiences of students, learning about science, are beyond the school environment. These can occur through science museums, observatories, television, and other media. In parallel, there is a growing concern, in the academic, educational and political, on the inclusion of aspects of modern physics in high school. This research investigated which meanings are produced on aspects of modern physics in the context of a course of Physics Teaching Practice, when doing activities mediated by the use of scientific documentaries. To accomplish the data collection we use questionnaires, interviews and audiovisual recordings during the work done with students of the discipline with the aim of analyzing the discourses produced by them. The theoretical framework used for this research is on the analysis of discourse, especially in texts of Eni Orlandi published in Brazil. We seek to understand how certain discourse was formulated, taking into account the historicity of the wording and the amount of memory. The notion of discourse is understood as an effect of meaning between speakers. When we ask how such speech/writing was formulated we are referring to the conditions of production of the wording, with the characterization of these conditions as not only the immediate and own discursive situations in which selected speeches. We must admit that, apart from the immediate, the language implies production conditions sociohistorical, and also consider that, in addition to material conditions, all understanding of a discourse presupposes the existence of imaginary conditions.

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