Prior knowledge as a mobilizing element of critical literacies in physics teaching

Abstract

This work is based on the assumption that the students' prior knowledge, for having elements built and acquired in / from the environment in which they live, has the potential to help understand scientific content and mobilize critical literacy practices. Critical literacies are social practices that rewire and interconnect different epistemological fields and assert themselves in the intention of awakening in the subjects the desire to question and to impose themselves actively in social contexts. In order to analyze the practices of critical literacies in the teaching of Physics, with the use of prior knowledge as a mobilizing element of these practices, a Physics class on Average Climb Speed was held, which was based on the hypotheses and dialogues established by the teacher's questions. As a result, the potential of prior knowledge is exposed as a mobilizing element of critical literacies, as well as the understanding that the teaching formation of the Physics teacher can take advantage of the recognition of the field of critical literacies to resignify pedagogical practices.