Conhecimentos de Física presentes na cafeicultura : elementos para uma aproximação cultural entre a aprendizagem de Física Escolar e a produção do café

Abstract

In this research, we utilized the notions of Ethnophysics, derived from Ethnomathematics as proposed by Ubiratan D’Ambrósio. This approach is scarcely explored in studies on Physics Education. Our study presents an innovative potential in the field by addressing the relationship between Physics Education and coffee farming. The choice of this sector is justified by its cultural, social, and economic importance to thousands of families in Alfenas-MG and neighboring cities, where the research was conducted. The research problem can be described as follows: How can the world of work (coffee sector) impact Physics Education, aiming to overcome challenges and make teaching more contextualized? To answer this question, the general objective of this work is to identify the presence of Physics concepts and content from Basic Education in the coffee sector, seeking educational elements that value local culture and contribute to a more contextualized Physics Education. We adopted a qualitative, basic, and documental approach, conducting a narrative literature review based on relevant keywords. Additionally, we collected data through observations of activities in coffee plantations and their surroundings, as well as through semi-structured interviews with producers, workers, and researchers in the coffee sector. Data analysis was conducted using content analysis methodology. During the analysis, we identified the Physics concepts and content applied by producers in the coffee sector, who, in many cases, do not recognize the relationship between these practices and Physics fundamentals. Subsequently, we adapted these concepts to the context of Physics Education, demonstrating that the content observed in the field can be interpreted and explained based on the principles of this discipline. This approach promotes a more contextualized and meaningful teaching and learning process. The topic is relevant because, by offering a more problematizing education, it fosters the development of critical thinking and decision-making in situations that also occur outside the school environment. We conclude that it is possible to establish a more specific relationship between cultural knowledge (Ethnophysics) and School Physics in educational institutions, generating significant educational impacts and valuing the culture of a community.