Atividades didáticas de resolução de problemas e aprendizagem pela pesquisa: possíveis articulações no livro didático de física

Abstract

This study examines potential connections between problem-solving instructional activities and inquiry-based learning in physics textbooks used in Brazilian high schools (Ensino Médio) within the Triângulo Mineiro region. Acknowledging textbooks' role as key pedagogical resources, we analyze how problem-solving activities incorporate guidelines for developing research-oriented tasks, particularly those extending beyond classroom settings. Our specific objectives include evaluating how these problem-solving activities contribute to student-centered research strategies. Employing qualitative document analysis with Content Analysis methodology, we examined the two most widely-used textbook collections in public schools across the region, assessing their pedagogical approaches and provisions for student research. Findings reveal that while some activities suggest investigative practices, most emphasize superficial information gathering and mechanical problem-solving rather than active knowledge construction. Certain activities demonstrated stronger potential for inquiry-based learning, though their effectiveness depends on teachers' critical implementation. We conclude that while the analyzed textbooks offer opportunities for research-based learning, their efficacy requires reflective and creative teacher mediation. The study underscores the need for ongoing teacher professional development and pedagogical practices that bridge scientific knowledge with societal needs, fostering critical, meaningful, and transformative education.