Ionizing Radiation in Undergraduate Physics curricula: An analysis of Basil Bernstein’s pedagogic device

• Delarco Bertoni, Eric ^[1] ; Londero, Leandro ^[1]
  1. [1] Universidade Estadual Paulista

     Universidade Estadual Paulista

     Brasil

     
• Localización: REXE: Revista de estudios y experiencias en educación, ISSN-e 0718-5162, ISSN 0717-6945, Vol. 23, Nº. 51, 2024, págs. 332-350
• Idioma: español
• Títulos paralelos:
  • As Radiações Ionizantes nos Currículos de Física Licenciatura: uma análise a partir do Dispositivo Pedagógico de Basil Bernstein
  • Ionizing Radiations in the Physics Degree Curriculum: an analysis from Basil Bernstein's Pedagogical Device
• Enlaces
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• Resumen
  • español

    We present the results of a research analysis on the inclusion of ionizing radiation as a teaching subject in undergraduate Physics curricula in São Paulo State, after the new National Curriculum Guidelines for Initial Training of Basic Education Teachers came into force. For this purpose, we identified Physics undergraduate programs using the Brazilian Federal Government’s e-MEC platform and retrieved their Curricular/Pedagogic Political Projects, syllabi and course catalog by accessing the respective websites. Based on Basil Bernstein’s theory of the pedagogic device, especially the concepts of Official Recontextualizing Field (ORF) and Pedagogic Recontextualizing Field (PRF), we analyze the way in which the new educational policies influenced the curricula of the programs investigated. Although ORF documents state the importance of including ionizing radiation in the PRF, only three (12% of the total of 25) programs offer a specific course on the topic. Given this scenario, the curricula should be updated to include ionizing radiation teaching in initial teacher education programs and ensure it is adequately addressed by providing times, spaces and teaching methodologies focused on the teaching-learning processes of this topic, allowing future teachers to recontextualize this subject in Basic Education.

  • português

    Analisamos os currículos dos cursos presenciais de Física Licenciatura das Instituições de Ensino Superior do estado de São Paulo no que diz respeito a Física das Radiações Ionizantes, por meio do Dispositivo Pedagógico de Basil Bernstein, evidenciando características dos Campos Recontextualizadores Oficiais e dos Campos Recontextualizadores Pedagógicos. Nossa análise mostrou que nos documentos que compõe o Campo Recontextualizador Oficial há argumentos acerca da necessidade da existência da Física das Radiações Ionizantes nos documentos que compõe o Campo Recontextualizador Pedagógico. Contudo, apesar das proposições incisivas sobre a primordialidade deste conteúdo, apenas 03 (12% do total de 25) cursos apresentam uma disciplina específica que trata do ensino das Radiações Ionizantes. Os demais cursos apresentam disciplinas, com carga horária média de 63 horas, que é dividida com conteúdos de diversas áreas da Física. Defendemos a atualização dos currículos de formação de professores com vistas a evidenciar a importância da Física do século XX. Argumentamos a favor da utilização das ferramentas disponibilizadas por Bernstein e da importância acerca da implementação das Radiações Ionizantes no Ensino Superior e Básico.

  • English

    We analyzed the curricula of Physics Undergraduate Courses at Higher Education Institutions in the state of São Paulo with regard to Ionizing Radiation Physics, using Basil Bernstein's Pedagogical Device, highlighting characteristics of the Official Recontextualizing Fields and the Pedagogical Recontextualizing Fields. Our analysis showed that in the documents that make up the Official Recontextualizing Field there are arguments about the need for the existence of Ionizing Radiation Physics in the documents that make up the Pedagogical Recontextualizing Field. However, despite the incisive propositions about the primordiality of this content, only 03 (12% of the total of 25) courses present a specific discipline that deals with the teaching of Ionizing Radiations. The other courses have disciplines, with an average workload of 63 hours, which is divided with content from different areas of Physics. We support the updating of teacher training curricula in order to highlight the importance of 20th century Physics. We argue in favor of using the tools provided by Bernstein and the importance of implementing Ionizing Radiation in Higher and Basic Education.