Writing in Physics Classes in High School: Possibilities

Abstract

This work explores the potentiality of writing in Physics classes by means of a didactic proposal developed in High School in Brazil, which consisted of inserting writing as a means of establishing relations of sense. It were adopted elements from Vygotsky theories (1978; 1986), assuming the importance of written language in learning process and the need for intrinsic motivation for learning; and Bakhtin theories (1986), defending language as essentially dialogical.The proposal consisted of reading texts about the history of Electromagnetism, followed by questions, and writing a letter to a scientist. Interviews were conducted with some students to understand the sense they attributed to the activity. The analysis permitted to argue in favor of writing potentiality in the learning and development processes. This experience indicates relevant discussions in favor of adopting writing activities as part of Physics teaching and learning processes.