ELEMENTS OF THE RELATION WITH KNOWLEDGE OF STUDENTS UNDERGRADUATED IN THE PHYSICS COURSE

ABSTRACT:

The research had as objective to analyze elements of the relationship with knowledge established by Physics undergraduate courses. Based on Bernard Charlot’s Theory of Relationship with Knowledge, we highlight aspects of the identity, social and epistemic dimensions that influenced the permanence of this group in graduation. As a way of collectioning data, we used a questionnaire sent by email to 243 graduates. The data produced were processed with the assistance of Textual Discourse Analysis (TDA). The results show that the main factors that contributed to the permanence in the course were: intrinsic motivation, despite external adversities; success in evaluations; establishing an identity with Physics or teaching Physics; University support, mainly through projects that offered financial assistance.

Keywords:
Physics degree; Permanence in graduation; Relationship with knowledge; Career’s motivation