Analysis of themes, theories and methods in dissertations and educational products at MNPEF

The scope of this work is an analysis of the National Professional Masters in Physics Education (MNPEF), Postgraduate Program (PPG) stricto sensu developed by a network of 58 public institutions of higher education, coordinated by the Brazilian Society of Physics (SBF) and evaluated and promoted by the brazilian’s Coordination for the Improvement of Higher Education Personnel (Capes). The proposed analytics focuses on themes, theoretical bases and methods used by students in their research, from 2013 to 2021, with a view to presenting contributions to pedagogical planning, assessment and development of the PPG, with an emphasis on the context of teaching physics in Basic education. Bibliographic research and content analysis were used on the textual corpus formed by titles, abstracts and keywords of the productions of one of the units of the MNPEF, the University of Brasília (UnB), for illustrative purposes. The results indicated that the ideas found are compatible with the scope of the PPG, as they demonstrated a tendency towards proposals for didactic sequences that develop the scientific knowledge of physics students, mainly from high school, based on Ausubel and Vygotsky. Recurring subjects were: energy, robotics, electrical, geometric, optical, cosmology, electromagnetism, Newton’s Law, inertia, phenomenon, particle, magnitude, astronomy, plasma, thermodynamics, electrodynamics, mechanics and kinematics. The study is considered original because it proposes content analysis as an instrument to assess the scientific production of a professional PPG in the field of physics education; in addition, it is considered replicable to similar universities, given the homogeneous character of its organization.

Keywords
Physics Teaching; Theoretical-methodological framework; Dissertations and educational products; MNPEF; Postgraduate Program